Allieh Kheradmand

ASTL Reflection Point 1

George Mason University

Before taking EDUC 612 and completing the readings and assignments, I thought of
reflection in a much simpler way, and I had never heard the term critical reflection. As noted
by Farrell (2012), reflective practice is not isolated introspection; rather, it is evidence based,
in that teachers need to systematically collect evidence (or data) about their work and then make
decisions (instructional and otherwise) based on this information (p. 15). I now understand that
critical reflection goes far beyond thinking, it involves active inquiry, and more importantly, it
involves taking steps to improve practices and change existing beliefs. I have also learned that
critical reflection is an ongoing process throughout ones entire teaching career. According to
Brookfield (1995), It is in the nature of the reflective process for us always to be evolving. We
never have the luxury of regarding ourselves as fully finished critical products who have reached
the zenith of reflective evolution (p. 42). As I am navigating the dawn of my teaching career, I
will take critical reflective practices with me throughout its entire duration to ensure I am
continually improving as a teacher and to aide me in finding my voice as a teacher. Brookfield
(1995) explains, the discovery of ones authentic voice is at the heart of the critically
reflective process (p. 47).
Of the eight ASTL learning outcomes, I feel the assignments of EDUC 612 most closely
correlated to outcome number four, systematic inquiry of practice, and outcome number eight,
technology. The class interactions of EDUC 612 correlate to outcome number five, learning
community. ASTL learning outcome number four states, Teachers think systematically about
their practice and learn from experience. The reflective journal entries, teacher beliefs
statement, and autobiographical study required me to closely examine my experiences as a
learner, cultural influences that created my identity, my past teaching experiences, and my
current beliefs and assumptions about teaching. I relived past learning experiences to determine
how those experiences are affecting my teaching ways now. I also examined past teaching
experiences to understand my underlying motives. Brookfield (1995) argues, Through personal
self-reflection, we become aware of the paradigmatic assumptions and instinctive reasonings that
frame how we work (p. 29). He goes on to say, Our autobiographies as learners and teachers
represent one of the most important sources of insight into teaching to which we have access (p.
31). While most assignments required the use of technology, one in particular broadened my
technological experiences by requiring me to create a website, the autobiographical study.
In creating the autobiographical study, I reflected on who I am as a learner, an individual,
a teacher, and an inquirer. I presented my work in the form of a website. ASTL learning outcome
number eight states, Teachers use technology effectively to facilitate student learning and their
own professional development. While completing this assignment did not require me to use
technology to facilitate student learning, creating the website did promote my own professional
development. Crafting each section of the study required me to reflect systematically and
critically about my teaching practices. I also closely examined future inquiries that will
strengthen my teaching practices and further my professional development even more. Before
this course, I had little familiarity in creating websites. Now that I have some understanding and
some practice building a website, I can use this technology effectively to facilitate student
learning in the future. I also plan to incorporate a journal section into my website with the hope
of documenting my teaching experiences to aid in my self-reflection as a teacher.
ASTL learning outcome number five states, Teachers are members of learning
communities. The collaborative work and interactive discussions of EDUC 612 gave me
opportunities to interact with teachers from different backgrounds who work in varying grade
levels and disciplines. Brookfield (1995) reminds us, Our colleagues serve as critical mirrors
reflecting back to us images of our actions that often take us by surprise. As they describe their
own experiences dealing with the same crises and dilemmas we face, we are able to check,
reframe, and broaden our own theories of practice (p. 35). My discussions with fellow teachers
allowed me to view experiences I have had through varying perspectives, which gave me a
greater understanding of those situations. The discussions also helped me understand there are
different approaches to educational practices. As Brookfield (1995) states, A colleagues
experiences may suggest dynamics and causes that make much more sense than the explanations
we have evolved (p. 36). Furthermore, in considering teacher inquiry, EDUC 612 class
discussions conveyed there are many different approaches to educational inquiry.
I believe this course will have a very positive impact on my teaching practices, and
subsequently, on future student learning. One statement from all of the readings that continues to
stick out in my mind was voiced by Dewey (1933). He views teaching as not a method, but an
art. In my first two years of teaching, I diligently followed routines and methods used by other
teachers in my collaborative learning teams. I did this because I was under the impression I had
to follow their ways exactly, and because I did not have enough experience to forge my own way.
While my teaching experience is still in its early stages of growth, I now know that it is okay to
veer from the path of others. It is okay to follow my own convictions if I feel something in my
teaching practices is not right. After all, this is how I will find my voice. As Brookfield (1995)
put it, For teachers, the discovery, honoring, and expression of an authentic voice are genuinely
transformative processes (p. 46).

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

Journal, 3(1), 7-16.