Tomorrow I start Professional Development. PD is something we do every year, and unless you're a complete cretin you'll work out its aim is to improve our teaching skills. You know, so we're better able to, like, communicate facts and ... umm ... ideas and things. An stuff.
But here's the rub: I've done PD for each of the previous five years I bin teachin' and apart from the odd technical aspect, I've never had even the faintest clue what the PD teachers were on about. It's this stinky bog of weighty words, public service jargon and enormous acronyms. Oddly enough, though, it's been a doddle to pass - tick this, copy that and Balthazaar's your uncle. But things looks set to change. Judging by the first paragraph of this season's intro, Aught-Six is gonna be heavy going. No-one's getting out of this paragraph alive:
Waxing rhapsodic about the benefits of critically reflective teaching is of limited use unless we have a specific focus on how it actually happens. In the previous chapter I explained that critical reflection focuses on the hunting of assumptions of power and hegemony. The best way to unearth these assumptions is to look at what we do from as many unfamiliar angles as possible. In this chapter I want to explore how we can see our practice in new ways by standing outside ourselves and viewing what we do through four distinct lenses. Each of these lenses illuminates a different part of our teaching. Taken together they throw into sharp relief the contours of our assumptive clusters.
Stephen D. Brookfield, Becoming a Critically Reflective Teacher