Stephen David Brookfield Four Lens Of Teaching

To assist my learning as I become a secondary teacher I will use Stephen D. Brookefield’s (1995) four lenses theory on critical reflection and effectively develop my role within the teaching profession. As a teacher it is vital to think about not only reflecting as teacher but as a learner because as Hattie (2012) puts it ‘the most powerful way of thinking about a teacher’s role is for teachers to see themselves as evaluators of their effects on students’. Reflecting is a method used to acknowledge what we are doing and what we have previously done. I will demonstrate Brookefield’s theory and how each lens of his work will assist me effectively in my future career.

Becoming critically reflective through Brookefield’s four lenses allows us

The lens allows me to focus on my experience as a learner and leave a positive imprint on my students as their teacher. Being able to acknowledge and constantly self-evaluate is important in self-development, it helps explain to others about our practice and identifies how strong our commitment is to become better (Brookfield, 1995). When we reflect we are more prepared for building good habits (Brookefield,1995). I need to begin to focus on building good habits in my pre-service learning, as I want to ensure that I continue to grow and not become complacent when teaching. A challenge that I have find with this lens is the hidden and underlying factor of needing to follow the curriculum and not having our own content, based purely on our own understandings, although thinking individually can be easier than subjecting ourselves to other resources and to the scrutiny if things don’t go well (Brookefield, 1995). I understand the focus can not only be from an autobiographical lens and that we must not get stuck in self-centred ways or circles (Palmer, 1998). We must open our eyes, and understand that we cannot be blinded by our own way of teaching or learning, we must relate to all aspects of Brookfield’s lenses including our

It allows teachers to study and review documents in a wider field of knowledge and to reflect upon others results that have been scribed. The importance of obtaining as much information as possible has been taught in my early years of studies as it is important to connect with broader contexts of teaching, behaviours and actions that can occur. I have always been told to digest and uncover as much information as possible as I can access that is beneficial. The fourth lens of literature plays the largest role as we use it to provide us with our basic understanding. To reflect means to be aware and constantly surrounded by literature works to review and revise, to agree or not agree. (Zeichner & Liston, 1987). However, this lens may be challenged where teachers may become too preoccupied with the subject matter and knowledge and the delivery of the content rather than understanding the work from the students’ perspective. This challenge shows that the four lenses approach truly relies on each lens to critically reflect in