COURSE/UNIT INFORMATION
Course
MA in Education
Course Level
Postgraduate
Module Name
The Critical Reflective Practitioner
Awarding Body
LJMU
Module Code
Faculty
ASSIGNMENT INFORMATION
Full/ Part Assignment
Full
Assignment brief IV by
Internal verifier for evaluation
Assessor
Assignment due date
Turnitin ID
Turnitin Enrolment Key
TO BE FILLED BY THE STUDENT
Student Name
Student ID
ASSESSMENT DECISION
Module Code & Title
7522WEST
TheCcritical Reflective Practitioner
Module Learning Outcomes
LO1
Critically explore theories and frameworks relevant to critical reflection and transformative learning in the context of education and related contexts
LO2
Critically reflect on personal values and beliefs to evaluate practice and personal learning
LO3
Critically reflect on implications of reflexivity and transformative learning for future practice and research
Assessment type 1
Marks
Marks Awarded
Assessment type 2
Marks
Marks Awarded
Reflective Essay
3500 words
100
Presentation 1000 words
100
Achievement of Learning Outcomes
30
Achievement of Learning Outcomes
30
Literature and Evidence
30
Literature and Evidence
30
Argument, Analysis and Synthesis
30
Argument, Analysis and Synthesis
30
Communication, Referencing and Presentation
10
Communication, Referencing and Presentation
10
Cumulative Score
80%
20%
PASS / MERIT / DISTINCTION
Summative Feedback
Comments for Redo (if applicable)
LEARNING AT MASTERS LEVEL
Learning Outcomes
1 Critically explore theories and frameworks relevant to critical reflection and
transformative learning in the context of education and related contexts
2 Critically reflect on personal values and beliefs to evaluate practice and personal
learning
3 Critically reflect on implications of reflexivity and transformative learning for future
practice and research
Expectations
Materials Access
All learning materials are provided in the form of a module kit and can be accessed from the Learning Management system (LMS)
Learning Hours
Students need to be aware of their commitment requirements in regard to study time. In order to give you an indication of that, we have based the following information on the United Kingdom (UK) Higher Education Quality Assurance Agency guidelines. “The notional learning hours associated with qualifications, programmes and individual units of study are based on a broad agreement across institutions that students can expect to spend 10 hours learning on average in order to gain one academic credit unit” (QAA 2006).
Re-sit
If you do not secure a pass, please read closely the feedback and speak with your Course leader(s) or faculty. After consulting the feedback, close attention is essential to rework on the areas of weakness, and then resubmit the work at the next opportunity. As per the QAA requirements, only one REDO is allowed where the marks will be capped at a Pass.
Plagiarism
All forms of plagiarism are taken seriously, and any suspected cases will be investigated thoroughly. If a case is found proven then the work will be graded as a fail and the case will be reviewed by the academic committee.
Student appeals
There are no re-evaluations as the marks are graded and internally verified before release. However, as per our appeals policy, a student can make an appeal to the course leader which will be then reviewed by the academic committee (please check our academic policies and procedures manual for more information)
Assignment submission extensions
Students can apply for extensions via the LMS based on extenuating circumstances (if any) with evidence (proof) as per our extensions policy
General Guidelines
Complete the ‘ To be filled by the student section’ in the cover page
All assignments must be submitted as an electronic document in MS word via the LMS (Use 12 Times New Roman script with 1.5 spacing between lines)
The results are declared only if the student has met the mandatory attendance requirement of 75% and/or minimum 50 % under extenuating circumstances approved and ratified by the academic committee and the examination board
The assignment should not contain any contents with references cited from websites such as ukessays.com, styudymode.com, slideshare.net, scribd.com, Wikipedia but should contain references/citations from credible academic journal and articles.
Submit the assignment in MS word document with the file name being:
First Name Last Name _ Module Code
Example: John Smith_7522WEST
Checklist
☒
I have filled the student Information columns below.
☒
The contents of my assignment have been submitted to Turnitin and I have attached the Turnitin report
☒
I have strictly followed Harvard Referencing Style and Citations.
ASSIGNMENT
There are two components in this module. In order to pass the module, you must achieve an overall mark of 50% or more to pass this module.
Component 1 (100 Marks)
Presentation (Digital) highlighting your personal reflexive learning journey / transformative learning and implications. (maximum of 5 slides) 20% Weightage
Presentation Guidance
The presentation is about demonstrating / sharing your personal journey of becoming critically reflective and drawing on the reflective journal/ tasks you have engaged in as part of the module and how keeping of a reflective journal (such as using McLeod’s 2019 framework or other reflective models have supported this process). In doing so you need to identify different critical incidents and new self-awareness processes you have focused on as a way of demonstrating your learning journey / transformation.
It is important that you identify how you have become aware of your own personal values and beliefs as part of your personal / professional role to evidence your personal learning (LO 2). In doing so, show which theories and frameworks relevant to critical reflection / reflexivity and transformative learning have been particularly relevant as part of your journey (LO1). These could include drawing on Brookfield’s lenses, Dewey’s attitudes, Aristotle’s philosophy in relation to how knowledge / education is viewed, Schön’s theory (on / in). Critically evaluate different reflexive models that have supported your reflexive journey and how keeping a journal has or has not supported this journey. Remember to consider the challenges you experienced. Any theories or frameworks that you have read about or can relate to as part of your journey in becoming critically reflective are relevant.
Finally, as part of your presentation, critically reflect on the implications of the journey / transformative learning you’ve experienced to identify new personal learning (LO 3). You might make a link with new underpinning principles as part of your philosophy of education here or you might think about what is significant for future practice and research. Try to sum up 3 or 4 points that are important areas to develop / explore further. These could then be used as possible areas of research for your dissertation.
As part of the ppt presentation that you submit to LMS to the Turnitin module area you can add notes underneath each slide that will support your presentation (notes word count 1000 words)
Component 2 (100Marks):
A Reflective Portfolio / Report which draws upon models, theories, and frameworks of critical reflection, highlighting critique of practice and planning for continuous development. (3,500 words) 80% Weightage
Portfolio / Reflective Journal of engagement in critically reflective tasks and links to appropriate reflective frameworks / theory
This assignment draws on the reflective journal / weekly tasks you have engaged in as part of ‘The Critically Reflective Practitioner’ (7522WEST) to demonstrate evidence of your engagement in becoming critically reflective / reflexive in your educational practice…and the challenges.
Select a few of your reflective journal entries (critical incidents) that are most significant, as a starting point to demonstrate your journey of becoming reflexive and in doing so how you have engaged with different reflective frameworks, for example, McLeod’s (2019) model. Show how different aspects of each model / framework has supported your personal / professional self-awareness of personal values, beliefs, attitudes, new understandings that your practice is based on. As you unpick different features – draw on relevant underpinning theory (ie Brookfield, Aristotle, Dewey, Freire, Scharmer, Schön, Moss, Shier)
At the start of your work, provide an introduction identifying the focus of your engagement / experience and provide a brief outline of what will follow.
Remember to include the challenges you experienced as part of your personal transformational learning.
Finally, critically reflect on potential implications of your transformative learning for future educational practice and research (particularly in relation to what might be a focus for your dissertation).
Refer to the Module Guide for Task specific rubrics and support materials available on the LMS.
Transforming Pedagogy: A Journey Through Reflective Practice in Education
In the changing field of education, the need not only to change but also to reflect on one's teaching practices is less urgent than today. The 'Critically Reflective Practitioner' course is an essential resource for an educator provided as part of the curriculum. The meticulously designed course has helped me delve into diverse facets of teaching and learning. It enables critical reflexivity by promoting a thorough analysis of one's teaching practices. This means changing from just doing things the usual way to thinking carefully about and improving how things are done.
The relevance of the course is derived from its focus on encouraging a reflective attitude that equips practitioners with skills to analyze their actions, decisions, and underlying beliefs or values. It fits perfectly the outline of my philosophy regarding education, which embraces inclusivity, ethical concerns, ongoing professional development, collaborative learning, and innovation. These beliefs are the foundation for my teaching philosophy and are constantly present in all aspects of my professional life.
Purpose
The reflective portfolio/report is written to present a detailed and self-reflecting analysis of my path through the course. It is my academic canvas, where I draw my development in terms of my thoughts, approaches, and philosophies as an educator developed through critical reflective activities during the class. The report's purpose is not only to document my learnings but also to try and understand what has changed in my pedagogical identity.
Engagement with Reflective Frameworks
The process of becoming a reflective practitioner is connected to the use of several reflection frameworks and models. These frameworks provide the base from where I assess my educational practice and rebuild due to continuous evaluation. McLeod's Model (2019) and other leading models, such as Brookfield lenses, Schön reflective practice, and others, are at the centre of the process.
McLeod's Model (2019):
McLeod’s Model has been the central case in developing my reflective practice, especially through its focus on emotional consideration rationale besides the behavioral aspect. It steered me into digging deeper than surface-level events to deliberate the emotional and mental processes that served as a basis for my actions. For instance, analyzing a particular classroom conflict within this model, I realized how my initial affective reactions influenced my decisions. This self-introspection process helped me devise fairly humane and constructive approaches toward conflict resolution – consistent with my profile as a morally conscious teacher. Yet, I have seen that the emphasis on emotional analysis in the case of this model may not be wholly focused on considering practical issues that educational problems might hold. It has been cautioned that an approach toward balance is needed when cultivating reflective practice (McLeod, 2013).
Brookfield's Four Lenses
Using Brookfield’s Four Lenses allowed me to view my teaching life expressively as autobiographical, student and colleagues’ perspectives, and theoretical literature. Brookfield's method drastically redefined my self-reflection, revealing biases and presumptions that could hamper inclusivity. For instance, my pursuit of the students’ feedback highlighted certain aspects that pointed out where improvements must be made in pedagogical terms, propelling me into a more holistic approach toward teaching. Interacting with peers and academic literature broadened my outlook on the topic and introduced me to new concepts that help improve my practice by incorporating innovative ideas emanated from such forms of intercultural exchange and a collective commitment towards lifelong learning. The issue I discovered was sustaining the balance of all these different approaches; focusing on one lens too much could make my reflective field “narrow” and limit my pedagogical transformation (Miller, 2010).
Schön's Reflective Practice: My Experience and Evaluation
My framework has shaped and refined by Schön’s methods, devoted to reflection-in–action and reflection –on -action. It enabled me to make adaptations dynamically due to my student-centered involvement. Nevertheless, Schön’s model requires above-average self-awareness and rapid reflective judgment, which is quite challenging for less experienced educators. Although it has served me well in my professional development, its functional components are tied to critique and reflexive response on the spot (Fallin, 2022).
Other Reflective Models
My teaching methodology has changed a lot with both Kolb’s Experiential Learning Theory and Gibbs’s Reflective Cycle integrated into it. I have reformed my lesson planning on Kolb’s model, a learning cycle involving experience, reflection, conceptualization, and experimentation. It fosters the kind of learning that is interactive, where students interact, reflect, conceptualize, and make forecasts. Gibb’s cycle, composed of the description, feelings, analysis, conclusion, and action plan stages, has enhanced my critical analysis, especially in matters relating to integrating new technologies. For example, it allowed me to think about the difficulties of introducing new technologies into classrooms, which resulted in better training and implementation.
Reflective Journal Entries: Critical Incidents
Reflective practice also involves not just general reflection but also a careful analysis of specific cases that have highly important or learning consequences. In my reflective journey, I have encountered several pressing instances; each has given me significant insights into my professional practice. In this section, I examine three pivotal events using several reflective models and theories to analyse my responses, views, and the following professional development.
Incident One: Embracing Diversity in Classroom Dynamics
The most thought-provoking yet revelatory episode took place during an engagement of a classroom debate concerning cultural diversity. Unintentionally, the discussion delved into controversial fields, pointing out submerged tensions and various student opinions. In Schön's reflection-in-action model, I had to change my approach on the spot and avoid a fragile situation at all costs while maintaining an open climate. (University of Hull, 2022)
Analysis: Looking at the situation using Brookfield's autobiographical mirror, I realized my first unease in broaching sensitive topics. The case put my faith in establishing a diverse environment to the test; it was an attempt to strike between multiple views without hurting someone's feelings. After class, reflecting on action, I see the necessity of being more prepared for such discussions; creating diversity guidelines beforehand covers sensitive issues (Bhat et al., 2021).
Incident Two: Technology Integration in Lesson Planning
Incident Two: Technology Integration in Lesson Planning
Using technology in a lesson plan was a crucial experience that influenced my teaching style. Firstly, the technology could have operated better, resulting in a chaotic classroom setting. I immediately engaged in reflective practice when the event occurred, matching Gibbs' Reflective Cycle.
Analysis: At the description level, it was admitting chaos, and also, at the feeling stage, my frustration, in addition to the embarrassment, was emphasized. Thus, the assessment and analysis stages helped me realize that my annoyance had been caused by a fear of being perceived as incompetent. However, the conclusion was that failure is integral to learning and innovation. The action plan included more comprehensive preparation and piloting of new technologies prior to classroom use, which indicates my orientation towards innovation practice and self-reflection (Janssen, 2017).
Incident Three: Ethical Dilemma in Student Assessment
Another critical case was an ethical situation that arose during student evaluations. In one particular case, I had to choose what to do when one student was caught plagiarizing. The scenario embodied Aristotle's virtue ethics, which focused on the individual's moral character and virtues like honesty and fairness.
Analysis: Considering McLeod's Model, I have analyzed my emotional reaction (disappointment and empathy), thinking process (academic honesty versus student perception), and behavioral concerns. The reflective process was critical to reinforcing my ethical considerations of education. It highlighted the importance of clarifying expectations and consequences for academic dishonesty, reflecting my principles on ethical resolutions and inclusiveness (Johnson et al., 2017).
Personal Values and Beliefs
My educational philosophy is based on fundamental principles that are very important to me: including everyone, thinking about right and wrong, working together, bringing new ideas into education, and a commitment to keep learning throughout life. These values define who I am as a teacher and actively shape the way I reflect in my teaching practices, decision-making process, and professional growth.
Inclusivity, for me, is not only a principle in education but also a practice that spills over every element of my teaching. The commitment arises from the conviction that every child is entitled to equal learning opportunities regardless of background, abilities, and deficiencies. In my classroom, this manifests in multiple ways, from adapting teaching materials to meet different student learning requirements to building a culture where every learner feels appreciated and listened to. For example, in such delicate issues as cultural pluralism, I create an environment where different opinions are respected and discussed with understanding. The aspect of inclusivity goes beyond the borders of the classroom and engages parents to create a general community in which cultural diversity is acknowledged.
Ethical Consideration: The Virtue Ethics Perspective is another of these ideas.
My ethical considerations in education have been inspired by the virtue ethics pioneered by Aristotle, whereby moral virtues and character development are highly emphasized. Guiding these premises, I balance my approach to complicated issues such as plagiarism not only through the academic criteria but also via promoting students' moral development and involvement. To illustrate, about plagiarism cases, I do not limit myself only to punishment but engage students in educational dialogues on academic integrity as an attempt to change behavioral patterns. Although the framework developed by Aristotle provides insights into how to develop characters, emphasis on individual virtues may sometimes miss systemic problems lurking within educational settings and thus require a more holistic approach.
Collaboration: Spurring a Bloom.
Collaboration is central to my pedagogical practice, developing an environment of remembered knowledge and reciprocity between students and peers. Allowing Brookfield’s Four Lenses to plant me, I have conducted peer observations and engaged in various forms of research with my peers, including action-based reflection. Nonetheless, diverse opinions and teaching methodologies produced through collaboration improve the depth of ideas, but negotiations could be problematic, requiring excellent communication skills.
Innovations in Education and Lifelong Learning: Changing Lifestyle
My professional life’s philosophy is innovation-openness and the concept of lifelong learning that pushes me to consider innovatory approaches and technologies in teaching. the style suited all styles. However, the fast-moving nature of technological developments is a challenge to maintaining an equilibrium between innovativeness and pedagogical efficacy; therefore, critical analysis toward effective prospective integration remains relevant.
Challenges in Transformational Learning: Growth Odyssey
Overcoming the challenges of transformational learning, specifically addressing bias and battling between incorporation with technology against pedagogy, has been pivotal in my professional progression. By critically reflecting upon and interacting with other viewpoints, I have spoken towards my unconscious bias, which is influenced by more inclusive practices. Paring with technological integration, defeats highlighted the need for planning accuracy and balancing creative innovation and logical pragmatism. Such hurdles undoubtedly present a tremendous task yet have made me more adaptive and efficient as an educator.
Personal Challenges
One of the main challenges was overcoming my prejudices and preconceptions. Through Brookfield's autobiographical lens, critical reflection involved introspection and recognition that my personal history had created some subconscious biases. For instance, to foster inclusive practice in my work, I had to identify and then unlearn what could be categorized as subconscious biases that formed the nature of classroom dynamics. It was a painful but necessary step towards genuine inclusive practice.
One of the main challenges was finding a healthy balance between innovative technology use and sound pedagogy. Nevertheless, my passion for modern innovative technologies encouraged me to be an optimistic planner sometimes that did not correspond with an accurate classroom picture. However, the fact that technology failed in a lesson was evidence of this dissonance. It was a humbling lesson that showed the importance of planning precision and preserving the balance between innovations and pragmatism (Alhadeff-Jones, 2015).
Learning from Challenges
These difficulties, however, have played a significant role in my development as an educator. The attempts to address my prejudices have resulted in a more genuine approach to inclusivity, which has made me more sensitive and tolerant towards the diverse needs of my learners. I learned valuable lessons about adaptability and the role of a contingency plan in technology integration, as the challenges encountered at first were challenging. It further emphasized the need to maintain a balance between creativity and the basics of teaching.
The problem of meeting the needs of varied students has aided me in developing my skills through differentiated instruction, making me more flexible and innovative as an educator. It has also promoted the understanding of how different each student is, thus enhancing my students and my learning process (John, 2016).
Implications for Future Practice and Research
The reflective process of becoming a critically reflexive practitioner, enhanced with both theory and practical fission, has significant implications for my future career as an educator and researcher. The comprehensive process of reflecting and learning has profoundly changed my current pedagogical practices and laid the fundamental basis for future experimental attempts in education.
Transformative Learning and Future Educational Practice
Deepened Understanding and Application of Inclusivity
Among the most impressive results of McLeod's work are inclusivity and its appellation in my teaching methodologies. Lastly, the critical analysis of incidents involving cultural diversity and ethical challenges, as seen through prisms such as McLeod's Model and Brookfield Four Lenses, has significantly strengthened the essentiality of creating a learning environment for all students. This inclusivity goes beyond mere tolerance of difference; it requires adaptations to teaching materials and approaches that reflect a far-ranging cultural landscape, learning styles, and capacities. It implies designing lesson plans that are not only culturally diverse but also have an array of teaching methods so each student, from economic, cultural, and educational diverse groups, feels genuinely valued on their path to learning.
Integration of Technology
Despite initial hurdles, my attempts to blend technology in the classroom have given me priceless insights into how technology plays a central part in today's education practice. It has allowed me to appreciate the balance between innovative digital integration and real pedagogical concerns. In developing my career, I plan to further study and apply educational technology – including interactive learning systems, virtual reality, and intelligent assisting instruments- which will contribute to achievement towards enhancing student involvement and performance. However, the research will be metered with the awareness of practical usefulness and availability; hence, technology is an aid, not a limitation, to learning.
Continuous Professional Development
An important conclusion from my reflective voyage is the supreme relevance of lifelong learning in professional development. Keeping up with recent educational research, trends, and best practices is indispensable in this dynamic environment. This translates to being actively involved in professional development activities such as attending workshops, participating in educational conferences, and working with peers. Such ongoing learning not only updates my teaching approaches but also ensures that I am empowered to address the emerging and changing demands of students effectively.
Potential Research Focus
In pursuing the potential topic of my dissertation research, I am attracted to two critical areas that intersect with my life-changing moments and teachings as a practitioner. The first section focuses on the intersection of inclusiveness and technology in education. This study aims to determine how such digital tools and educational technologies can be used most appropriately to improve learning outcomes for a diverse population. The process entails finding the best digital tools that address different learning requirements, determining how adaptable these technologies are to diverse types of learners, and appraising teacher training on their practical use. The aim is thus to identify the effects of technology, which can be tailored according to various learners regardless of their unique needs. Furthermore, a critical aspect of this research would be assessing how technology infusion affects student engagement, motivation, and achievement, especially in a diverse classroom environment.
The second research field concentrates on reflective practice among educators. This research is undertaken to understand the varying effects of reflective models on teaching efficacy and student outcomes. It is a critical reflection of the reflective theories, which include Schön's theory on reflective practice, Brookfield lenses, and Gibbs Reflective Cycle, to describe how they can be used in different educational settings. A critical feature of this study is investigating how these reflective practices impact teachers ' self-awareness, teaching capability, and performance. Moreover, it attempts to identify a relationship between the involvement of teachers in reflective practice and various outcomes on the part of students, such as academic performance, engagement, and socio-emotional development, among others. This study also addresses educators' challenges and barriers as they implement reflective practices to highlight potential solutions or support networks for promoting successful reflective engagement.
Integration of Inclusiveness and Technology in Education
Evidence: Current literature argues that technology caters to the democratization of education because it makes education available to many learners (Smith, Throne, 2019). For example, such assistive technologies have helped students with disabilities, and the case showed that technology promotes inclusivity (Edyburn, 2020).
Critical Analysis: Technology has great promise for inclusion; however, problems remain. Digital imbalances, unequally distributed digital literacies, and the ‘one-size-fits-all’ approach of most education technologies further contribute to educational injustice (Selwyn, 2017). Thus, it is important to consider such differences and think of methods to address them when integrating technology.
Role of Reflective Practice Among Educators
Evidence: The effectiveness of teaching is correlated with reflective practice. The ability of reflection-in-action and reflection-on-action to empower teachers to deal with emergent classroom issues is clarified in a study by Schön ( 1987).
Critical Analysis: Although it has numerous advantages, reflective practice takes much of your time, and sometimes, there is no institutional support; it can be received only when one is in private practice (Larrivee, 2008). Firstly, deep reflection requires it to dispute some long-held beliefs that may feel uncomfortable but do not matter because educators were tasked to grow as professionals (Brookfield, 1995).
Conclusion
In conclusion of this reflective quest, it is clear that the transformative learning I have undergone has been immense and multi-faceted. This critical reflection process, facilitated by McLeod's Model, Brookfield's lenses, and Schön's practice, has dramatically improved my understanding of inclusivity, ethical decision-making, and incorporating technology in education. I have faced my prejudices, taken on board the difficulties of innovation, and appreciate the benefits of collaborative professional learning. These experiences have transformed how I approach my teaching methodologies into being more compassionate, flexible, and creative.
Considering the transformation, its importance to my career as an educator could not be more significant. Not only has practice improved my existing didactic theories, but it has also laid a solid groundwork for the realms of education and research I will pursue. Critical reflection has instilled in me the habit of growing and learning constantly. It has strengthened my inclination to develop an inclusive learning environment that is innovative and collaborative for everyone. These reflective practice-based insights and expertise are now inseparable from my professional self.
In terms of looking forward, these lessons will be at the core of my philosophy and practice of education. The lessons will act as a constant memory of the essence of adaptability, reflective learning, and new means that are creative and inclusive. This dedication to reflection and transformative learning empowers me not only in meeting the dynamic nature of challenges that confront education nowadays but also in shaping its future, manifested by making an enormous impact on the lives of learners and the educational community.
My action plan for future educational activities:
Ongoing Professional Development: I regularly participate in workshops, courses, and conferences to stay updated with educational trends and research.
Mindful Technology Integration: I will thoughtfully incorporate technology to enhance inclusivity and accessibility in teaching, ensuring all students benefit equally.
Inclusive Curriculum Design: I will develop and implement a curriculum that addresses diverse learning styles and cultural backgrounds, fostering an environment of inclusivity.
Collaboration Enhancement: I will promote student collaborative learning and establish a professional community for educators to share insights and best practices.
References
Alhadeff-Jones, M. (2015). Transformative Learning and the Challenges of Complexity. [online] Academia.edu. Available at: https://www.academia.edu/1628506/Transformative_Learning_and_the_Challenges_of_Complexity.
Bhat, S., D'Souza, R., Suresh, E.S.M., Bhat, S., Raju, R. and Bhat, V.S. (2021). Dynamic Classroom Strategies to Address Learning Diversity. Journal of Engineering Education Transformations, 34(0), p.694. doi https://doi.org/10.16920/jeet/2021/v34i0/157168.
Brown, N. (2015). Reflective Model, according to Kolb. Dr Nicole Brown; Dr Nicole Brown. https://www.nicole-brown.co.uk/reflective-model-according-to-kolb/
Fallin, L. (2022, October 26). Reflective writing: Schön. Libguides.hull.ac.UK; University of Hull. https://libguides.hull.ac.uk/reflectivewriting/schon
John, V. (2016). Transformative learning challenges in a context of trauma and fear: an educator's story. Australian Journal of Adult Learning, 56(2). https://files.eric.ed.gov/fulltext/EJ1107590.pdf
Janssen, N. (2017). Supporting teacher's technology integration in lesson plans. https://doi.org/10.3990/1.9789036543330
Johnson, R.L., Liu, J. and Burgess, Y. (2017). A model for making decisions about ethical dilemmas in student assessment. Journal of Moral Education, 46(2), pp.212–229. doi https://doi.org/10.1080/03057240.2017.1313725.
McLeod, N. (2013). Reflecting on reflection: improving teachers' readiness to facilitate participatory learning with young children. Professional Development in Education, 41(2), 254–272. https://doi.org/10.1080/19415257.2013.805306
Miller, B. (2010). Brookfield's Four Lenses: Becoming a Critically Reflective Teacher. https://valenciacollege.edu/faculty/development/courses-resources/documents/Brookfield_summary.pdf
Smith, G., & Throne, S. (2019). Digital Equity in Education. Routledge.
Edyburn, D. L. (2020). Inclusive Technologies: Tools for Helping Diverse Learners Achieve Academic Success. Bridgepoint Education.
Selwyn, N. (2017). Education and Technology: Key Issues and Debates. Bloomsbury.
Schön, D. A. (1987). Educating the Reflective Practitioner. Jossey-Bass.
Larrivee, B. (2008). Development of a tool to assess teachers' level of reflective practice. Reflective Practice, 9(3), 341-360.
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.
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