Thinking on Lesley Raven’s lecture, I’m discussion two models of critical self-reflection in practice as useful tools in the upkeep of good teaching practice.
In Raven’s lecture on reflective practice, we were asked to partake in activities providing a backdrop to the reflection in four different stages (see image above):
- Mapping the ontology of my practice [independent activity] – What is considered ‘real’ or fundamental within my teaching practice? The essence of my practice? (LO1 and LO2)
- Mapping the epistemology of my practice [independent activity] – How knowledge is developed, structured and applied in my practice. How is knowledge constructed in my field? (LO1 and LO3)
- Mapping your reflexivity with relation to my practice [independent activity] – What shapes your perspective on teaching? My awareness of how you construct and adjust knowledge in practice. (LO1 and LO3)
- Exploring our mappings [group activity] – Discussion of the questions answered in the activities above. (LO2 and LO4)
(Lesley Raven, TPP unit lecture, 2025)
The activities were aligned with Schon’s model of reflection: ‘in action’ and ‘on action’ (Schon, 1983). This has generated a reflective process on my practice: the key elements of the construction of it, what influences it, and how refection is shaped/materialised. Furthermore, this inspired a starting point into ‘a conservation with a situation’ (Raven, 2025) that will continue to shape my practice.
The dialogue that emerged in response to the delivery/activities (on Padlet and via group chat) provided further insight into the practical aspects of reflective practice. Questions such as ‘what kind of action methods do you count as reflection?’ introduced me to consider how the spaces where collegiate reflective practice happens are often informal: just like the water cooler mentioned in ‘Situated Learning – Legitimate Peripheral Participation’ (Lave & Wenger, 1991). This made me consider how valuable and supportive exchanges with colleagues in an informal setting are and moving forward how to make sure to actively listen in such moments.
Towards further critical insight
Finding Schon’s model useful, familiarising myself with Brookfield’s four lenses provided me with skills that were directly transferrable into pedagogic practice. His approach argues for a critically reflective practitioner continually ‘honing their authentic voice and “pedagogic rectitude” that reveals the “value and dignity” of the teacher’s work “because now we know what it’s worth”’ (Brookfield, Miller, 2010).
‘Auto-reflective lens‘ – ‘Focus on the self, previous experiences as a learner, and one’s own practice as the centre of reflection…become aware of the paradigmatic assumptions and instinctive reasonings that frame how we work.’
‘Students eyes lens‘ – ‘Student assessment and evaluation – those actions and assumptions that either confirm or challenge existing power relationships in the classroom.’
‘Colleagues experiences lens‘ – ‘In ways ranging from informal conversations to more organised peer feedback.’
‘Scholarly lens‘ (theoretical literature) – ‘Reading, presenting or writing pedagogic research.’
(Brookfield, Miller, 2010)
Consideration of the resource on reflective practice written by Marion Waite (Waite, 2013) provided me with further insight into the practical steps on ‘the four lenses’ (Brookfield, 1995) in practice. Blogging as a way of self-reflection or, if not looking for an audience, keeping a journal of progress could be useful.
The description of the third lens serving as a safe space for the beginner lecturer with imposter syndrome is also something that I could relate to. I wish that I had been more confident in reaching out more to my colleagues for support at that time.
Finally, the student survey season has started again, which makes me consider ‘lens two’ (Brookfield. 1995) and look forward to the invaluable feedback of students. It’s always good to know how we can improve.
References
Schön, D. A. (1983) ‘The Reflective Practitioner’ New York: Basic Books.
Schön, D. A. (1987) ‘Educating the reflective practitioner: Toward a new design for teaching and learning in the professions’ San Francisco: Jossey-Bass.
Lave, J & Wenger, Etienne (1991) ‘Situated Learning : Legitimate Peripheral Participation’ Cambridge University Press.
Brookfield, S. (1995) ‘Becoming a Critically Reflective Teacher’ Jossey-Bass Inc., San Francisco.
Miller, B. (2010) ‘Brookfield Summary prepared for the Faculty of Arts Teaching and Learning Committee’. The University of Sydney.
Waite, M. (2013) ‘Introduction to Reflection’ Faculty of Health and Life Sciences, Oxford Brookes University.