A Critical Reflection Framework Developing Teachers’ Growth Competence

Abstract

Although there are a variety of perspectives and conceptualisations by different researchers of what it means to reflect critically about teaching (Poblete, 1999), there is an agreement that critical reflection entails higher, more complicated level that challenges the educator (Lucas, 2012). This paper is discussing critical reflection frameworks available in literature and suggesting a new framework that is able to capture a complete picture of what critical reflection entails. The framework has five levels of reflection; reacting, recalling, realising, reconsidering, and reflecting. Those levels stimulate accessing teachers’ thoughts and feelings taking them though a thought and action process that helps them discover; what is happening, why what is happening is happening, how it can change, and ensures continuouity of this process.  The framework forms a reflective spiral of self-construction of learning that transforms the teacher’s behavior and leads to growth competence.