Graduate school never prepared me for this: Reflections on the challenges of research-based theatre

Abstract

This article proposes a framework for conceptualizing developing as a critically re¯ective teacher. The author posits that critical re¯ection is the distinguishing attribute of re¯ective practitioners. The term critical re¯ection as developed here merges critical inquiry, the conscious consideration of the ethical implications and consequences of teaching practice, with self-re¯ection, deep examination of personal beliefs, and assumptions about human potential and learning. Essential practices for developing critical re¯ection are discussed. This article de®nes processes fundamental to re¯ective practice. Teacher beliefs are self-generating, and often unchallenged. Unless teachers develop the practice of critical re¯ection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a re¯ective practitioner involves infusing personal beliefs and values into a professional identity, resulting in developing a deliberate code of conduct.