Running Head: REFLECTION POINT 1 1

Reflection Point 1

Rachel Chadwick

George Mason University

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Reflection Point 1

When I first began this course, I understood reflection to be something vital to growth
and understanding as an individual. As a teacher, it means being continually aware of how we
are reaching our learners and thinking about choices made every day. However, my
understanding was limited in what it looks like to be a true critical reflector. The readings from
authors like Dewey, Brookfield, and Ballenger opened my eyes to what critical reflection was
and its applicability in the role of a teacher. EDUC 612, Inquiry into Practice, centered on the
idea of systematic, critical reflection and how it is linked to teacher effectiveness and pedagogy
in the classroom. This reflection can be broken down into Taggarts three levels: technical
(simple observations, a focus on behaviors and skills), contextual (a willingness to engage with
alternative viewpoints, changing practices), and dialectical (self-actualization, considering the
moral, ethical, and sociopolitical issues in teaching). (Taggart, 2005). In this course, we engaged
mostly with the dialectical level through studying topics such as culture and language, and how
we can reflect using the four lenses that Brookfield describes in viewing our experiences
(Brookfield, 1995). It was through these readings that I understood how to make reflection a key
part in the learning and teaching that goes on in my classroom. I also feel like I have a solid
understanding of how reflection leads to inquiry, and the methods of conducting research in the
classroom in order to effect change in both teacher and student learning.

One of the most useful parts of this course was formulating my teacher beliefs statement.
I was able to weave together my views on instruction, how students learn, inquiry and data
collection, as well as the role of critical reflection in educational practice. Although it took some
time to really put to words what it is that constitutes my ideas on teaching and learning, I
benefited from the process. It was rewarding to expand upon the values that encompass my
everyday practice in the classroom. I have a better understanding of who I am as a teacher and
feel more grounded in the pedagogy that has developed as a result of my experiences. Engaging
in this reflective process has allowed me to discover my own voice, and learn to speak about
[my] practice in a way that is authentic and consistent. (Brookfield, 1995). Although I am still
working to improve my effectiveness and further develop new ways of thinking and teaching, the
cycle of reflection remains ongoing.

What was perhaps most impactful for me in this course was the autobiographical study.
This portfolio expanded beyond my beliefs and experiences as a teacher to capture the influences
and culture that have shaped who I am today. I was able to reflect on the course readings, as well
as my own background and upbringing, to piece together a collective vision of myself as an
individual, learner, teacher, and inquirer. In doing so, I became more aware of the ways in which
my cultural experiences have unknowingly shaped the choices Ive made in the classroom. I also
discovered areas of research that I identify with, and have a desire to further reflect on through a
process of inquiry. Brookfield speaks to the importance of this process of self-reflection, saying,
As teachers talk about their work and name their experiences, they learn about what they
know, and what they believe. They also learn what they do not know. Such knowledge
empowers the individual by providing a source for action that is generated from within rather
than imposed from without (Brookfield, 1995). Putting together my autobiographical study
has allowed me to draw from what I already know and have experienced, while going a step
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further to consider the implications of future inquiry and how the work of critical reflection is
never finished.

Finally, this course served to reflect many of the ASTL Learning Outcomes, as I myself
have made progress in achieving them as well. A few that were especially relevant were Student
learning, Systematic inquiry of practice, and Diversity. Throughout the courses focus on critical
reflection I was able to dive deep into my practices and the systems of thought that exist in my
classroom. I recognized assumptions that influence my views and come from the cultural
experiences I have had. A focus on diversity caused me to consider the cultural and linguistic
backgrounds students bring and what they mean to learning. Dewey speaks to the purpose of
critical reflection and inquiry in education as existing to benefit student learning. That is,
reflection without inquiry does not yield lasting results. He says, Only gradually and with a
widened area of vision through a growth of social sympathies does thinking develop to include
what lies beyond our direct interests: a fact of great significance for education. (Dewey, 1944).
Effective critical reflection takes into consideration the viewpoints of others, and purposes to
find meaning in it. In the classroom, this looks like seeking to elicit the criticism, opinions, and
ideas of coworkers, and using their experiences to arrive at a new interpretation of something we
may never have considered. This opens up our influence as teachers to impact student learning in
more ways than before. Through the discussions, dialectical journals, and self-investigation in
the autobiographical study, this class has allowed me to systematically reflect on my teaching
and what goes on in my classroom and school. It is in this reflection that true inquiry took place,
as I became aware of questions and problems that meant something to my teaching and inspired
me to consider further research.

In conclusion, my experience in Inquiry into Practice gave me a foundation for how to

reflect and think critically throughout my coursework and role as a teacher. I have come to see
the applicability of reflection in the classroom and am mindful of its potential to greatly affect
student learning and my own practice. As Farrell states, Growth comes from a reconstruction
of experience and by reflecting on these experiences we can reconstruct our own approaches to
teaching. (Farrell, 2012). Although I am still learning how to reflect from a dialectical level, I
have gained an understanding of the cultural, moral, and sociopolitical influences that exist in the
classroom. My time in this course was very rewarding and I look forward to continuing in
inquiry and critical reflection throughout the upcoming school year and future courses.
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Resources

Brookfield, S. (1995). Becoming critically reflective: A process of learning and change.

Becoming a critically reflective teacher. (pp. 28-48). San Francisco, CA: Jossey-Bass.

Dewey, J. (1944). Experience and thinking. Democracy in education. (pp. 139-151). New York,

NY: The Free Press.

Farrell, T. S. C. (2012). Reflecting on reflective practice: (Re)visiting Dewey and Schon. TESOL

Journal, 3(1), 7-16.

http://onlinelibrary.wiley.com.mutex.gmu.edu/doi/10.1002/tesj.10/abstract

Taggart, G. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand

Oaks, CA: Corwin Press.