Introduction
A critical reflection is a “meaning-making” process that enables individuals to learn from their past experiences, informing future decisions, which are crucial for professional development (Dewey, 1916/1944, p. 117). Effective decisions help an individual become competent in their professional development since they involve setting clear and achievable career goals (McCartney et al., 2022, para. 2). A critical reflection can become handy for employee competence and achievement of objectives at individual and institutional levels (Lee and Song, 2020, p. 385).
Developing a critical reflection involves a series of steps and phases: suggestion, intellectualization, hypothesis development, reasoning, and testing by action (Dewey, 1916/1944, p. 117). A critical reflection is an ongoing process that logically involves the five phases, helping educators identify, question, and assess the assumptions underlying their practice (Lane and Roberts, 2022, p. 14).
As an Adjunct Lecturer teaching at one of the local universities for the last four years, I aspire to learn the best practices in teaching and education. Additionally, I intend to improve my practice and reflect on my teaching, as well as my overall professional experience, to inform my future actions. This paper is a critical reflection on my experiences as an educational practitioner in the context of contemporary educational research. I will analyze how personal experiences have shaped my development as an educator and identify the impact they have had on my personal and professional identity.
Reflection on Experience from Teaching Practice
Problems of Overly Reliant Students
Although educators play a crucial role in helping students achieve personal and academic goals, being overly reliant can be detrimental. A study by Aldrup, Carstensen, and Klusmann (2022, p. 1208) systematically reviewed the impact of empathy among teachers. The study revealed that although empathy is beneficial for teacher-student relationships, it can be detrimental to students’ creativity in the classroom. Moreover, the study established that there is little time left for other students who may need the teacher’s assistance (Aldrup, Carstensen, and Klusmann, 2022, p. 1180).
Another study conducted by Alasmari and Alkhamees (2022, p. 251) investigated the impact of overreliance among students in Saudi Arabia. The researchers concluded that creativity and problem-solving skills are encumbered when students fail to be self-reliant. The two studies proved that over-reliance on teachers can be detrimental to successful academic progress.
In my early teaching career, I realized that my students were becoming overly reliant on my help. At the beginning of my career, I was very generous in trying to assist my students with their work, and their exam results were high. However, I noticed that my students were increasingly reliant on my help and not taking the initiative to learn and understand the material independently. The overly reliant students encumbered teamwork since they could not effectively participate in class groups. Additionally, I spent a lot of time on the overly reliant students and had no time for others who might have had bigger problems.
Identifying Over-Reliance Among Students
Two major tools could help me identify the problem of overreliance by the students. The “one-minute paper and the muddiest point” could help me assess students for recurrent themes and ideas taught in class (Levin-Banchik, 2021, p. 2). The tool involves a one-minute question test that allows students to identify the most challenging concepts they have learned.
Meanwhile, the “in-class troubleshooting sessions” could allow me to better understand the issues the students faced (University of Waterloo, 2012, para. 18). The major concern in my class would be the excess time spent explaining an idea to one student. The two tools are substantial in enhancing my teaching practice.
Concepts and Theories Applicable
The issue of overreliance among students was complex, and I realized it spans both individual and class levels. The concepts of “dilemmatic spaces”, “Seeing ourselves through students’ eyes”, and “the common dilemmas” would apply to the situation. Fransson and Grannäs (2013) introduced the concept of “dilemmatic spaces” in an educational setting. The researchers found that the spatial dimensions of dilemmatic space help highlight the dynamics of dilemmas (p. 16).
Meanwhile, Scager et al. (2017, pp. 318-321) explored the concept of “the common dilemmas”, arguing that the decisions and actions of an individual can affect the entire group. The two concepts could be applied in my situation since over-reliance by students presented a complex problem that affected the entire class.
Brookfield (2017, para. 1) examines the concept of critical lenses that can enhance teaching practice, including autobiographical perspectives, students’ perspectives, our colleagues’ experiences, and theoretical literature. The second critical lens, “seeing ourselves through students’ eyes”, would be the most appropriate for my situation, given that it would allow an understanding of the prevailing dilemma from the students’ perspective (Brookfield, 2017, para. 3). The researchers agree that educators need a wholesome knowledge of the problem before choosing the most appropriate approach. Changing the rules for relating to students when explaining class concepts at both personal and class levels could help address the experienced issue (Capone, 2022, p. 217).
Possible Solutions
I encouraged the students to trust their own judgments in class by avoiding helping them with class exercises that they could complete without any assistance. Beukema et al. (2022) investigated the importance of support for students to encourage self-reliance. The study found that supportive programs that encourage direct teacher-student interactions are fundamental in encouraging self-reliance (Beukema et al., 2022, p. 6). The second approach is encouraged by Ackerman, Whitney, and Samudre (2022, pp. 11), who suggest that peer-to-peer collaborations encourage socialization while reducing over-reliance.
Impacts on the Teaching Profession
The solutions adopted affected me in two major ways as an educator. Firstly, I gained the trust of my students who wanted to interact with me during and after classes by conducting question-and-answer sessions (Albrecht, 2006, p. 75). For instance, many of my students wanted to answer every question I asked and became jovial during classes. Secondly, I became fond of giving open-ended examination questions. For instance, I focused on asking descriptive questions in examinations to allow the students to fully describe their perspectives on various class concepts.
Concepts’ Weaknesses and Strengths
The concept of “dilemmatic spaces” is crucial in analyzing and solving undesirable outcomes at various social levels. However, the concept lacks specific steps that educators can take to address complex teaching outcomes. For instance, the concept fails to provide educators with logical actions to take when solving complex problems (Fransson and Grannäs, 2013, p. 17).
Brookfield (2017, p. 165) argues that the concept of “seeing ourselves through students’ eyes” provides a platform for encouraging critical thinking. Deveaux (2022, pp. 2-6) investigates Brookfield’s four lenses and finds that the approach is incompatible with complex classroom problems. Meanwhile, “the common dilemmas” help solve group problems. The concept’s weakness lies in its inapplicability to solving complex and individual student problems that do not affect others (Scager et al., 2017, p. 330).
Reflection on a Recent Teaching Experience
Higher Education
Natural pandemics are inevitable and can cause drastic changes in the educational sector. A study by Boyd, Murray, and White (2021, p. 12) found that the educational sector was one of the most affected areas during the pandemic. Another study by Zarei and Mohammadi (2021, p. 85566) investigated the pandemic’s impact on higher education and found that the pandemic was associated with economic difficulties due to the need for companies to comply with government regulations. Tartavulea et al. (2020, p. 934) state that many organizations offering non-essential services were closed, making it difficult for parents to afford necessities, including university fees. Therefore, COVID-19 was detrimental to the delivery of educational services in higher education institutions.
Teaching Experience
The impacts of COVID-19 led to a shift from a physical to an online mode of teaching. As an adjunct lecturer at the university, I had to quickly adapt to teaching my students remotely and utilizing online tools. The shift presented various challenges to my professional activities. There were limited interactions with my students, making it difficult to effectively teach (Le et al., 2022, p. 102755). Additionally, the use of virtual classes required complex tools, which some students could not afford.
Understanding Students’ Difficulties
Boyd, Murray, and White (2020) state that interacting with students by asking them about the challenges they face is crucial for academic induction. I could engage my students during the online classes by asking them about their experiences during the pandemic and how it affected them. Cabezudo et al. (2008, p. 136) state that active and interactive learning are paramount for educators who intend to understand the problems faced by students. Borrowing from their concept, I designed some examination questions in a manner that sought to understand how students adapted to virtual learning during the pandemic. The majority of the questions asked in the examination would be open-ended and related to COVID-19.
Addressing Challenges Faced
Addressing the challenges faced during the pandemic required the integration of various concepts and approaches. Hargreave (2000, p. 182) argues that the pre-professional, autonomous, collegial, and post-professional or postmodern are four ages of professionalism and learning. The last stage was fundamental to me, as it emphasized the integration of technology into learning activities. I introduced effective class preparation activities that allowed the students to be ready for classes before they started. Sach’s (2016) notion of a teacher’s capacity to adapt to change in the educational sector enabled me to research the most effective virtual teaching approaches.
Meanwhile, I reflected on the problems encountered and possible solutions by engaging the students. Schön’s (1983) concept of “reflection-in-action” would be useful in understanding this experience. I followed Schön’s suggestion of trying new approaches when the current one fails. Consequently, I introduced a compulsory recap at the end of every virtual lesson. Schön argues that professionals, including teachers, engage in a process of ongoing reflection and adaptation in their practice.
Braun et al. (2011, p. 586) encourage educators to take their profession seriously and adapt to the changing social and political realities. I applied Braun et al.’s (2011, p. 590) contextual dimensions, particularly the professional dimension, to enhance effective learning during the online session.
Critical Reflection in an Online Setting
The changed circumstances in light of COVID-19 presented significant challenges to the development of my critical reflection. I had difficulty understanding students’ personal problems due to limited social interactions. Moreover, some of the concepts required for problem identification and solution-finding could not be ascertained virtually. Therefore, I integrated progressive reflection development and would conduct my critical reflection on an ongoing basis owing to daily experiences with students.
A study by Popielarz (2022, p. 22) established that community-based pedagogy is a possible strategy for promoting praxis in the education sector. Borrowing from the author, I applied the concept of praxis by stating and examining theories in class. After that, I encouraged the students to relate the taught theories and concepts to their community beliefs and cultural practices.
Condition of Knowledge in the Field of Education
Types of Knowledge
Effective teaching and learning require the integration of various types of knowledge applicable to the education sector. Carneiro (2003, p. 78) suggests that innovation and competence building are crucial for new-millennium learning. The author succinctly explores the concept of subject matter knowledge, which entails a deeper understanding and more effective application of the knowledge taught.
Furlong and Whitty (2017, p. 42) support Carneiro’s idea by stating that a better understanding in class is based on changing social conditions. The changing circumstances during the COVID-19 pandemic influenced my teaching techniques to enhance student competency. Therefore, subject matter knowledge involves the content taught and its effective presentation to students.
Pedagogical knowledge is another type of knowledge that is crucial for the educational sector. Bourner et al. (2001, p. 71) suggest that the knowledge encompasses various teaching styles and methods, as well as understanding how to design and implement effective lesson plans. Forde, McMahon, and Reeves (2009, pp. 61-67) expand on Bourner et al.’s idea by suggesting that a combination of oral communication, practice, and experience fosters both pedagogical and tacit knowledge. Furthermore, Shulman (1987, p. 20) states that tacit knowledge encompasses skills and procedures that were not formally learned but rather acquired through practice. During the COVID-19 pandemic, I applied pedagogical knowledge by adapting my teaching style and increasing student involvement in virtual classes.
Shulman’s typology, which involves redesigning teacher-education programs through the use of feedback, was crucial during the virtual classes. The approach helped me to understand experiences and students’ needs as argued by Hager et al. (2012, p. 11). I applied the knowledge of different assessments to better understand my students’ strengths and weaknesses (Hill, 2005, p. 77).
Therefore, I required my students to demonstrate their knowledge by responding to their peers’ feedback during and after classes. The exercise was consistent with Begg’s (2011, p. 143) concept: students need to put their learned knowledge into practice. Schön’s (1983) concept requires that students be encouraged to write reflections during and after classes. Although teaching during COVID-19 was challenging, I created a conducive learning environment.
Underpinning Values
In addition to various types of knowledge, certain values underpin the field of education. Valuing diversity and addressing issues of equity and inclusion is critical for the educational sector. Consequently, educators should strive to create an inclusive and equitable learning environment for all students, regardless of their backgrounds.
Forde (2014) argues that fostering critical thinking and creativity among students is important. His idea is supported by Tartavulea et al. (2020, p. 923) and Wertheimer (1971, p. 221). However, the latter scholars emphasize the importance of encouraging independent thinking, which fosters creativity. Furthermore, Wertheimer (1971, p. 241) suggests that questioning challenges and enhanced problem-solving are key to creativity and critical thinking.
Anderman and Anderman (2020, p. 231) emphasize the teacher’s role as a facilitator of learning, rather than simply a dispenser of knowledge. The authors state that educators should act as guides and facilitators for student learning, rather than simply delivering information. Their argument is consistent with Nagel’s (2013, p.76), who emphasizes professional development and practice. Nagel (2013, p. 80) encourages educators to continuously strive to improve and update their knowledge, skills, and practice to best serve their students. I applied Anderman and Anderman’s values by acquiring knowledge on the best teaching practices amidst the COVID-19 pandemic.
Praxis and phronesis concepts are crucial for the teaching profession. Fox and Slade (2014, p. 551) assert that praxis involves embodying theories and skills learned, while phronesis is a teacher’s practical virtue and wisdom. Parker (2015, p. 458) promotes praxis by suggesting that students should be encouraged to draw on their experiences to explain concepts. For instance, in my teaching profession, I often ask students to share their perspectives on ideas they have learned in class.
Meanwhile, Pritchard (2014, p. 47) requires educators to apply their practical wisdom, or phronesis, when solving complex problems. When teaching, I often relate personal experiences with the knowledge taught to help my students gain the most from the lessons. Therefore, praxis and phronesis are important values in the education sector.
Contextual Constraints
The field of education is also constrained by certain contextual factors, such as inadequate facilities and teaching resources, that are detrimental to effective learning and teaching. A lack of funding for schools can result in insufficient resources and inadequate support for students and teachers, according to McLaughlin (1999, p. 21). Additionally, the cultural differences among the students can encumber effective teaching in schools.
The two constraints are evident in my context as an adjunct lecturer at the university in Azerbaijan. So far in my professional experience, I have faced the challenge of insufficient funding for educational activities. Moreover, the diverse socioeconomic backgrounds of my students have posed significant challenges to my teaching endeavors.
Although cultural and social diversity is crucial for a collaborative learning environment, it can be challenging (Rogers, 2002, p. 852). Wenger (1999, p. 201) asserts that cultural and social context affect the values and beliefs that educators bring to practice as they interact with students. The assertion is supported by Biesta (2015, p. 73), who emphasizes that teachers’ judgment can instill a negative attitude in students towards education or a specific topic. In my context, the students come from different religious backgrounds, and when I express my Christian values, the Islamic students seem offended. Dewey (1933, p. 116) suggests that learners should be involved in a manner that allows them to reflect on their environment and social conditions, rather than opposing factors.
University education can be expensive and requires many resources for better research and knowledge dissemination. Biesta (2015, p. 80) explores the impact of corruption and misappropriation of educational funds by involved stakeholders. The University of Azerbaijan is one of the institutions that are affected by corruption. While Biesta (2015, p. 76) attributes corruption solely to internal stakeholders within a school setting, Hager, Lee, and Reich (2012, p. 10) associate corruption with weak governance systems. The increased corruption encumbers access to educational infrastructure and resources necessary for learning.
Inherent Dilemmas
Dilemmas are inevitable in the teaching profession and may pose major challenges during the dispensation of knowledge to students. Hager, Lee, and Reich (2012, p. 9) state that academic standards and individual students’ needs can be conflicting. Consequently, there is tension in balancing the competing demands of meeting academic objectives and addressing the individual needs of students (Sahlberg, 2016, p. 321). Braun et al. (2011, p. 590) reinforce the argument by suggesting that there is a dilemma in balancing teacher autonomy and accountability, while also emphasizing the need to foster student autonomy and ensure student learning (Dewey, 1993, p. 118). Educators should strive to meet general academic standards while ensuring that students derive the most benefit from their practice.
As an educator, I have faced similar dilemmas, such as balancing the need for assessment and evaluation with the need for fostering creativity and independent thinking in my students (Rizvi and Lingard, 2010, p. 12). This means that, as an educator, I must strike a balance between evaluating student progress through assessments and understanding, and allowing students the freedom to think creatively and independently (Perruci and Hall, 2018, p. 21). Consequently, I have had difficulty designing assessment tests that meet established educational standards while encouraging independent, critical thinking among students (Wertheimer, 1945/1971, p. 25). The application of routine assessment tools, such as short tests, helped me understand students’ progress and measure their achievement of academic goals.
Inherent dilemmas also contain rationally derived values on one hand and intuitively selected values on the other. Hatten and Smith’s (1995, p. 36) dilemmas in education are characterized by tension between rational arguments on one hand and intuitive and ethical elements on the other. Windschitl (2002, p. 136) examines the conceptual, pedagogical, cultural, and political challenges that teachers face. Conceptual dilemmas stem from educators’ efforts to grasp philosophical and epistemological concepts. Meanwhile, pedagogy arises from curriculum design and the complexity of fashion experiences (Windschitl, 2002, p. 162). Therefore, educators may experience tension in understanding students’ culture amidst prevailing political changes.
Educational Research Impact on Practice
Educational research involves the creation of knowledge through the systematic and critical investigation of educational problems. While there is no standardized definition of “educational research”, as it is a broad field, educational research falls into three categories: experimental, descriptive, and interpretive (Gore, 2017, p. 361). Educational research has positively influenced my teaching and experience. Shepherd (2006, p. 338) argues that educational research has primarily focused on evaluating teaching, learning materials, programs, and techniques. Mezirow (1990) presents a similar argument, suggesting that educational research is concerned with the transmission of knowledge and its historical development.
Pursuing a Doctorate in Education (EdD) program has been fundamental in improving my research skills. Systems thinking, transformative leadership, and change management are among the skills offered by an EdD. Through the program, I can develop hypotheses, test theories by studying, observing, or conducting experiments, and modify those assumptions based on the data collected. Unlike other doctoral programs, EdD allows one to focus on the education sector and apply specific knowledge of the teaching profession. The EdD program involves an exploration of experimental, descriptive, and interpretive research.
According to Hayes and Doherty (2017, p. 131), experimental research has enabled teachers to provide a systematic portrayal of phenomena within the world. The main purpose of experimental research is to determine relationships among variables by isolating the effect of one independent variable on an outcome variable (Husu et al. 2008, p. 43). Furlong and Whitty (2017, p. 45) emphasize that over time, educational research has evolved, focusing on explaining how the phenomenon works rather than attempting to ascertain why it occurs.
Billett, Harteis, and Gruber (2014, p. 27) further argue that experimental research is being used in education. In 2021, I conducted descriptive research on the impact of COVID-19 on the educational sector. The research focused on how the emergence of COVID-19 impacted various global education systems and the changes required for emergency preparedness at higher education institutions. The research was descriptive since it involved the study of various variables without causal hypotheses.
Concept of Critical Reflection
Critical reflection refers to a process of self-awareness and analysis of subjectivity, aimed at identifying fundamental values and thereby enhancing one’s understanding of oneself and the environment. According to Walshe and Driver (2019, p. 99), critical reflection facilitates an understanding of the socially constructed nature of personal values. Fook and Askeland (2007, p. 10) asserted that through critical reflection, teachers and students can make subjective judgments about choices made concerning actions to improve or alter their personal goals and aspirations.
Benefits and Drawbacks
The benefits of critical reflection include the ability to be more aware of how one’s values, assumptions, norms, and identities are formed, and the practical implications of these values, assumptions, and identities. It enables educators to recognize the importance of engaging with others to gain understanding before making judgments, as well as the ability to be reflective in their practice (Robinson, 2018; Greene, 1978). According to Ehrich et al. (2011, p. 182), critical reflection facilitates engagement in critical discourse by taking on board others’ views and ideas to enhance understanding, as well as promoting open-mindedness towards others’ thoughts and beliefs.
During my tenure at the University of Azerbaijan, critical reflection was beneficial to my teaching profession in three ways. Firstly, the reflection helped me identify major challenges faced by students during the COVID-19 pandemic. Consequently, I effectively developed solutions to the prevailing problems. Secondly, the reflection further enhanced my research skills, as I was able to seek solutions by reviewing studies and past scholarly works. Lastly, the reflection was fundamental to my career development, as it enhanced my reflective and self-identification skills.
However, there are some drawbacks to critical reflection, including the ability to view the same situation from numerous different perspectives and recognizing that one’s view is only one among many (Colbeck, 2008, p. 16). It leads to the building up of a mental image of the totality of everyday life’s potential for over-inclusive problems and lack of personal responsibility for one’s actions (Boud, 2001, p. 16). Finally, there is a preoccupation with being critical and judgmental of others’ views, ideas, and beliefs; a potential for cynicism, and a lack of empathy or compassion (Clara, 2015, p. 264).
Owing to my personal experiences in Azerbaijan, I witnessed various challenges when developing critical reflection. The process was time-consuming and caused me to overlook other activities that are crucial for my career development. For instance, I spent more time jotting down personal experiences than conducting educational research for my classes.
Additionally, given the myriad educational experiences, I was confused about what to write about and what to ignore. Consequently, I had difficulty identifying key areas to discuss. Furthermore, I had limited time to interact with my colleagues, who would otherwise have helped me improve my teaching techniques. Although the process had drawbacks, it played a significant role in helping me track my career development in education.
Critical reflection is beneficial to educators since it promotes knowledge acquisition and improvement. Through reflection, educators identify their mistakes and work to improve them for the benefit of future endeavors. My critical reflection was crucial in tracking my career journey and identifying challenges faced by my students.
Moreover, the reflection helped me identify areas for improvement at the University of Azerbaijan. However, the reflection was time-consuming and confusing (Boyd and Harris, 2010, p. 22). Additionally, developing the reflection limited the time I spent with resourceful people, thereby encumbering my opportunity to learn from new experiences.
Critical Reflection on the Condition of Knowledge
A critical reflection is a vital tool that enables educators to enhance their practice based on past experiences. Reflection is a thinking process that enables an individual to gain a deeper understanding of a particular experience or scenario during their career. Race (2006, p. 12) suggests that a thinking process is essential to learners as citizens in various ways. Thinking helps define and organize experiences, making it easier to identify the root cause of a problem (Wertheimer, 1971, p. 230). Moreover, it is crucial in planning and avoiding unprecedented future challenges. Therefore, critical reflection, as a thinking process, should be an integral part of any educational program.
Current State of Knowledge in the Educational Field
Technological advancement and societal changes have greatly influenced knowledge in the educational field. Therefore, the education sector has undergone a paradigm shift due to increased knowledge and the need to transform the existing system by changing society (Weil and McGill, 1989). Research on humanities knowledge is considered less complex than technical knowledge. DuBois et al. (2018) state that while technical subjects are experimental, humanities are descriptive. Meanwhile, some humanities studies adopt experimental research methods, as they require conducting real-life experiments to test hypotheses.
Habermas’s Approach to Knowledge Acquisition
Knowledge is not instantaneous but developed through a series of research stages and improvements. Habermas’s (1968) approach to the generation of knowledge suggests that it is gained from experiences. For instance, a teacher understands an educational concept better than a doctor due to their experiences in the educational sector. Habermas argued that knowledge-constitutive interests are of three kinds: technical, practical, and emancipatory (Hill, 2005, p. 220).
Knowledge is gained by generating ideas outside of the accepted knowledge (Habermas, 1968). Experimental and descriptive research help individuals become more informed (Baumfield et al., 2013). Consequently, critical and creative thinking skills are fundamental in connecting new ideas to personal experiences.
Habermas’s approach provides a connection between communicative action and emancipatory knowledge. Race (2006, p. 23) defines communicative action as cooperative and undertaken by individuals based on mutual deliberation. I compared my experiences and solutions adopted with those of my co-workers to come up with stronger answers to the university’s problems.
Challenging the status quo can help gain new knowledge and understanding since new ideas are generated. Critical reflection is crucial for acquiring new knowledge in a specific context (Convery, 1998, p. 198). For instance, as an educator, I conducted research on the problems my students faced, drawing on my personal experiences. Consequently, I gained new knowledge on solving problems such as inadequate emergency preparation and overreliance among students.
Strengths and Weaknesses
Critical reflection has many advantages over traditional practices, such as feedback, which is often used in isolation. One of the advantages is that it allows one to see through their limitations and thus prevents them from copying others (Mellors-Bourne, Robinson, and Metcalfe, 2016, p. 51). When introducing a new concept in class, students find it unsettling to make sense of the new information introduced to them (Price and Deveci, 2022, p. 230).
Therefore, students tend to rely on their prior knowledge about the topic and ignore the new content. Schön (1991) argues that critical reflection promotes reflection-on-action and reflection-in-action. Consequently, one can identify problems and learn from them during and after teaching or learning (Carr and Kemmis, 1989, p. 348).
Critical reflection is crucial in developing a better understanding of a particular professional field, unlike other types of reflection. For instance, through my critical reflection, I was able to identify and understand how educators can address emerging technology trends and pandemics (Ehrich et al., 2011, p. 174). Moreover, the reflection provided me with a clear-cut trajectory for my role as an educator and leader (Denton, 2011, p. 841). Another strength is that it develops the ability to set realistic goals for the future and create plans to achieve them. Ehrich et al. (2011, p. 180) argue that critical reflections present individuals with their weaknesses and consequent goal planning for improvement.
Meanwhile, critical reflection can be biased since it is based on a personal perspective. Critiques of critical reflection suggest that it can be awkward and uncomfortable in certain situations. Human beings tend to believe that they are always judged for what they say (Baumfield et al., 2013).
Consequently, one may put more emphasis on their strengths rather than weaknesses when developing a critical reflection. An additional weakness of the reflections is their inability to utilize data, as is the case with other convincing research (Nehring et al., 2010, p. 402). At times, critical reflection can be useless, especially when developed by less authoritative individuals (Habermas, 1968). Furthermore, the theory of critical reflection may not necessarily be applied to every situation, although many of its principles can be used in conjunction with traditional teaching practices (Younger et al., 2019, p. 750).
Conclusion
In conclusion, critical reflection has had a significant impact on my professional practice as an educator and educational administrator, as it has helped shape my understanding of the importance of reflection from both educator and learner perspectives. I believe that critical reflection is essential to success as an educator because reflective practitioners can accept themselves for who they are, understand how their biography has shaped their perspective, and recognize how that perspective affects their practice.
While critical reflection is beneficial, it has undermined my practice by putting me in a position where I am likely perceived as less authoritative and credible than before, as I am more introspective. Consequently, students may not feel comfortable approaching me as they have all been taught to respect teachers by engaging in what is called professional behavior. Knowledge has affected practice in general and in my particular case by providing insight into the underlying assumptions that underpin policy and practices. Additionally, learning profoundly impacted my practice in both professional roles of an educator and an administrator.
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