Critical reflection is central to teacher education for unpacking privileged positions and empowering participants to adopt valued professional stances (e.g. Krull, Oras & Sisask, 2007; Harford & MacRuairc, 2008; Fernandez, 2010), yet critical reflection is not a well-developed conceptual structure within teacher education. Lesson planning is, likewise, central to teacher education, yet not well-developed as a theoretical tool. Our model proposes a way of engaging beginning teachers in critical reflection by drawing together the informal spoken discourse meanings of critical reflection in education, its more formalised structure as critique in rhetoric and genre analysis, and lesson planning. When critical reflection in education is seen as a type of structured reflective communication, which includes both spoken and written components of “knowing and doing”, eight key connections emerge between the elements of a critique and lesson planning. By linking critique and lesson planning as components of a meta-genre of structured reflective communication, teacher trainers with a useful set of empowering tools for beginning teachers to connect theory with practice in their lesson planning.
Starks, Donna; Nicholas, Howard; and Macdonald, Shem
"Structured Reflective Communication as a Meta-Genre in Teacher Education: Creative Uses of Critique in a Teacher Education Program,"
Australian Journal of Teacher Education: Vol. 37
, Article 8.
Available at: https://ro.ecu.edu.au/ajte/vol37/iss3/8