@inbook{363cfeab24e14b64a837680a3eea1491,
title = "Critiquing teaching: Developing critique through critical reflection and reflexive practice",
abstract = "This chapter will explore critique of teaching, with reference to reflection, critical reflection, reflexive practice, professional inquiry and learning. The aim is to illustrate why active engagement with critique of teaching, practice and beyond, facilitates professional learning and professional development. In addition to the overview of why developing a mind-set for reflexive practice, critical-reflection and critique of teaching is of value in terms of improving practice, the chapter explores models and strategies to support the how and when of these processes. It is through critique that teachers can ensure they are professional, fluid and informed in their responses as, and when, scenarios and contexts demand, and be true to their personal ethics. Critique is effortful, uncomfortable and disruptive. Teachers must want to involve themselves in the hard-work of critique and see some results for their efforts, otherwise, why bother?The chapter comprises 3 sections:1.Exploration of conceptual frameworks of critique2.The value of critique in developing Design and Technology (D&T) education practice3.Models and methods of critical reflection to scaffold critiquing D&T teaching",
keywords = "teacher-as-designer , inquiry-as-stance, learning journals , creative growth, reflective practice, reflexive practice, Critique, professional learning",
author = "Susan McLaren",
year = "2017",
month = feb,
day = "25",
language = "English",
series = " Contemporary Issues in Technology Education.",
publisher = "Springer",
booktitle = "Critique in Design and Technology Education",
address = "United Kingdom",
}