Question: What is Brookfield-reflective-model? Are there any limitations to its application?

Introduction
Unlike other reflective models, the Brookfield-reflective-modelhas a different stance when using it for reflection purposes.The model has been specifically designed for the teaching profession.The model recommends teaching practice from multiple viewpoints rather than in cyclical terms. Way to find out whether the teaching practice is of worth, critical reflection is the best option.

Four lenses of Brookfield-reflective-model

As per Brookfield-reflective-model, a reflection must be conducted from four different viewpoints. The four viewpoints are first from your perspective, second from the learner’s perspective, third from the colleague’sperspective and fourth from its association to broader theory. Following these four perspectives, we can intensify the reflection and the reflection process. The four perspectives discussed in the Brookfield-reflective-model are mentioned below:

Autobiographical: As per the proponent of the model, self-reflection is an integral part of the reflection process.The account of our experiences and feelings is primary while writing a reflection; in the absence of it, the findings are useless. The reflection can be made on our past experiences or on our present experiences, which has led us to ponder it.According to Brookfield, when reflecting, we should not stick to our feelings; rather, we should think about the experience from different perspectives. The perspective can be of a teacher, trainee, learner, etc.

Student’s eye:Noting the student’s experience from the teaching is the next vital assessment for good teaching practices.Educators can get hold of student’s experiences from their teachings by evaluating their assignments, tests, articles, or interview responses.Looking through the teaching practice from a student’s lens can help revealwhether the teaching practices are good or require certain alterations.Using student’s viewpoints in a reflection process concerned with teaching can give new insights.The teachers can also take help from anonymous surveys and questionnaires to ascertain the quality of teaching and the experience the students have after attending the classes.

Colleague’s experience: Excellent teachers may include the above two perspectives during reflection along with the perspective of their peers. These perspectives can be related to mentoring, feedback or suggestions. As per the theory behind the Brookfield-reflective-model, peers can pinpoint the invisible practices in the teaching process. They can also help with innovativeways to deal with teaching problems. The teachers making a reflection can gain confidence by conversing with fellow teachers who must have faced such a situation. Friendly engagements with colleagues, teaching in teams, participation in a seminar, reviewing the course, and applying for teaching awards, can assist in upgrading the motivation level and enhancing teaching practices.

Theoretical literature: The last perspective in the Brookfield-reflective-model is going through literature work based on higher education.Teaching practice does not end with gaining training; it is a continuous process. Educators who conduct research, write scholarly literature, and exhibit modern vocabulary and expressions while teaching. These habits can help them survive in difficult situations. The educators comprehend the connection between the personal struggles and struggles of all teachers while teaching.A conversation with colleagues and referring to literature supports the educator and simplifies the surroundings in which they teach. The connection establishes the teaching practice along with the application of critical engagement.

Educators may also readjust by reconnecting the theory with critical reading and obtaining new perceptions from their experiences. Revisiting the teaching practice using different theoretical standpoints can help develop clarity.A thorough examination of oneself, our practices, and several perspectives, when applied to one’s teaching, can do wonders.

When can Brookfield’s reflection modelbe adopted?
Brookfield’s reflection model can be adopted in a classroom setting to enhance the overall development of the teacher. It assists in the augmentation of the continuous learning process and develops the teaching process, which is crucial for a healthy education environment. Furthermore, the model can also be used to assess the effect of teaching on the students and their learning capacity. In case the assessment leads to a positive outcome. The teachers can continue with their teaching process, but if it requires improvement, they may consider trying something new and innovative.

Is it good to consider Brookfield’s reflection model?

Considering the lenses adopted by the reflective model, it can be said that it is an effective model that helps to face our assumptions by comprehensively inspecting the situation.Furthermore, it augments attention to how higher education practices can propagate unequal arrangement through biases in the form of learning disabilities and social classes.

How to compose a reflection using Brookfield’s model?

To apply the model, the teacher must properly understand the classroom setting, themselves, students, colleagues and scholarly works. For example, if a teacher is teaching students with Down syndrome, they have to take a completely different approach while teaching.First, the teacher has to begin with their own experience and feelings about the children with Down syndrome. Then they will have to look through the eyes of those children and understand how they feel about the teaching methods, what interests them and what challenges them.Next comes conversing with peers about the experience of teaching such students and noting their approach to teaching and the developments made in the field. The last step in the reflection process is getting insights from several literature on disability, how to deal with special needs children and how to approach the teaching practice when teaching such students.

Evaluation of the Brookfield-reflective-model

Brookfield-reflective-model provides a holistic perspective to teaching practices. It uses different perspectives to assess teaching practices and evaluate their significance.The model can be specifically applicable while building summary observations.For instance, it can be used to reflect on the yearly performance or the teacher’s training programs.The observations gained by applying the Brookfield-reflective-model can be extremely insightful.

In contrast, the model has been criticized for its limited usage.Brookfield-reflective-model is not much applicable for reflecting on teaching in operation. It is unsuitable for immediate use; it can be used to make reflections in aggregate. Moreover, reflecting through different lenses may be challenging to express and involve much time compared to other models.Another flaw of the Brookfield-reflective-model is the possibility of getting absolutely different perspectives for the reflection activity.

Conclusion
After analyzing the Brookfield-reflective-model, we can determine that the teacher has to go beyond the four perspectives discussed above to gain excellent critical practice. The teachers need to change their teaching techniques and goals and note all the changes, and progress towards achieving the new goals. By applying this approach, they can become flexible, student-centric and innovative. As per the arguments demonstrated byBrookfieldthrough his Brookfield-reflective-model, excellent teachers deliberately and continuously try to structure teaching and learning environments into autonomous spaces where knowledge can be exchanged without restriction.

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