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The Ontario Ministry of Education (2007) [38] describes many ways in which educators can help students acquire the skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of ...
The Cambridge English Teaching Framework was designed to encapsulate the key knowledge and skills needed for effective teaching at different levels and in different contexts, and to show how Cambridge English Teaching Courses, Qualifications and professional development resources map to this core syllabus of competencies.
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Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. [40] Through the use of real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions.
The framework grew out of systems theory and has been adapted for used in educational settings. The framework includes four levels through which complex problems can be studied: micro (individual), meso (departmental), macro (institutional), and mega. [16] Changes at the meso-level and beyond can have the most impact over time. [17]
In Recent years Brookfield has focused much of his scholarship on issues relating to white supremacy and how this intersects with adult education and critical reflection. This work particularly emphasizes the importance of addressing power and systemic racism in our institutions and classrooms many of which remain predominantly white.
The critical communicative perspective arises from different theoretical contributions. Jürgen Habermas (1984,1981), in his theory of communicative action, argues that the relationship between subjects should be based on validity claims rather than on power ones, seeing the relevance of the subject's interpretations following Alfred Schütz phenomenology (Schütz & Luckmann, 1974) However ...
Reflective disclosure is a model of social criticism proposed and developed by philosopher Nikolas Kompridis. It is partly based on Martin Heidegger's insights into the phenomenon of world disclosure , which Kompridis applies to the field of political and social philosophy .