Book Review
“Becoming a Critically Reflective Teacher,” by Stephen D. Brookfield
Reviewed by Jim McDonald, Associate Professor of Science Education, Department of Teacher Education and Professional Development, Central Michigan University

Even though we have the best of intentions, reflecting about our teaching is something that often gets put aside when anything else comes along.  Brookfield’s book is well worth reading if you want to be a better teacher at the university level.

Part of what we can learn about teaching comes from conversations with our students.  Brookfield found that he had a tendency to downplay his own knowledge and experience in class in an effort to reduce the distance between himself and his students.  However, it had the opposite effect.  His dismissal of what he knew and what he could do was not always perceived as reassuringly self-deprecating. 

Another thing he reflected on about his teaching was that he had a tendency to let discussion flow with minimal interruption on his part, which was sometimes interpreted by students as his way of avoiding any declaration of an agenda or concerns.  Students told him that his unwillingness to intervene too directly in class discussions, for fear of overemphasizing the power of his own voice, was actually allowing for the perpetuation of differences in class, race, and gender that existed outside of the classroom.  

Brookfield says that this book is for all teachers who think about their practice.  His primary audience is probably college teachers who have begun their careers and who have a base of experience that can be critically investigated.  I have been both a K-12 teacher and now, for the past 11 years, an instructor at the college level.  I found this book to be helpful in encouraging my own student teachers to be reflective and in thinking about how I come across to my students.

Brookfield begins his book with two chapters that introduce the concept and the process of critically reflective teaching.  The lens of autobiography then helps the reader in chapters three and four.  Readers analyze their own autobiographies as learners.  Instructions are provided on how to keep a conference learning log and the author also outlines a faculty development effort based on teachers analyzing their own autobiographies.  In chapter four, the text turns to autobiographies as teachers.  Many practical approaches for doing autobiographical reflection are presented, such as teaching logs, learning audits, role model profiles, survival advice memos, videos, and peer evaluation.  Students’ perspective, as well as that of colleagues, is considered for the rest of the book.

This book will help you look at your own practice in the classroom and how your students see you.  I learned a lot from reading it.

Title:  Becoming a Critically Reflective Teacher
Authors:  Brookfield, S. D.
Price:  $38.00 (hardcover)
Publisher:  Jossey-Bass
Year:  1995
Pages:  320

ISBN:  0-7879-0131-8