Critical Reflection on Teaching: insights from Freire

Abstract

This article considers the processes by which teachers acquire the ability to engage in reflection on their teaching. The discussion draws on the author's experience with practising teachers who attended university seminars on the topic of teacher thinking. The work of Freire is used to suggest three stages which are important in working toward the development of self‐reflexiveness, to account for some of the difficulties experienced by both teachers and instructor, and to generate approaches to the enhancement of teachers' ability to reflect critically on their practice.

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