The Role of Critical Professional Practice: A Critical

Report

Doaa Emad Mokhtar Ahmed ElShafie

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Master of Arts in Leadership in Education

Developing Critical Professional Practice (34276)

Dr. Asiimwe Specioza

Date: Apr.3rd, 2022

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 Table of Contents

I-Introduction and Rationale 3

II-Research Aims 3

III- Methodology 5

IV- Findings of the Literature Review 6

1- Professional Development 6

2- Critical Thinking 8

3- Theoretical Frameworks and Concepts 11

4- Reflecting on Learning 14

5- Professional Practice, sharing of knowledge and Case Studies 16

V- Conclusions and Implications 20

VI-References 21

VII- Appendix 24

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I-Introduction and Rationale

This is a critical report that focuses on the concept of professional development (PD) and

growth impowered by different topics, including critical thinking, theoretical frameworks and

concepts, reflecting on learning, professional practice and knowledge sharing and the case

studies presented in the eight-week duration of this module.

The rationale for this article is to highlight the important role of previously mentioned

elements in promoting critical professional Development (PD). I will critically review the

aforementioned topics in relation to the role of critical professional development (PD), reflecting

on my own practice as a professional teacher and coordinator.

“Intellectual growth should commence at birth and cease only at death.” This brilliant

quote by Albert Einstein, Liverpool John Moores University (LJMU) (2022) sums up the

extreme importance of professional development PD during the span of our lives as well as the

life span of each and every profession. In Education, PD has been the focus of several research

studies that linked it with several factors.

II- Research Aims

The aims of this critical report are to review and critically analyze all the information

presented in the module, reflect on the topics discussed and relate them as much as possible to

my personal practice.

The first element (first week) discusses PD and its significance for teachers, emphasizing

that learning and development are deeply linked, LJMU (2022); educational development; and

how coaching as a kind of PD helps with inclusive education initiatives; a literature overview of
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effective PD strategies; as well as a current study on personalized peer coaching, Nishimura

(2014).

The second element is critical thinking and its characteristics as linked to PD, and how to

develop such traits in both teachers and students, LJMU (2022), referring to the goals of critical

thinking that appear frequently in research aiming at educational reform, Mason (2008).

The third element discusses different learning concepts and theoretical frameworks

involved in critical practice including reflective practice, constructivism, epistemology and

cognitivism, LJMU (2022). It also provides a method for combining theory with reflective

practice in mathematics teacher education, as well as discussing the moral framework that guides

teachers in their professional practice, Sockett (2001)

The fifth week is about reflecting on learning, defining and explaining the terms learning

theory, single and double loop learning, the relation between emotions and action learning, and

defensive reasoning, LJMU (2022). It also addresses the concepts and circumstances that could

drive a portfolio system of learning and evaluation, as well as the attempts to combine learning,

practice, and assessment. It also investigates how to facilitate learning, Doel, Morrison, and

Sawdon (2002).

The sixth week discusses professional practice and sharing knowledge, introduces total

quality management as an element of ongoing improvement LJMU (2022). It focuses on the

social elements that influence learning as well as the setting in which action learning occurs,

mentioning single and double loop learning theories, Brockbank, and McGill (2003).

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 The last week examines several case studies in order to comprehend and link all the

previous elements of PD together, LJMU (2022), discusses the leading themes to connect the

issues about inquiry and the possible effects on professional learning, Campbell and

Groundwater-Smith (2009), and presents a model that depicts the progression of events from

professional development to long-term changes in teachers' attitudes and views. Guskey (2002),

III- Methodology

In this report, PD is critically analyzed along with the elements that sustain its

implementation. I will review all research papers introduced during this course, provide support

of the relevant literature in the field and reflect on my professional practice in the light of those

reviews.

The following image is of a table showing a couple of examples of which databases were

surfed for valid and trustworthy information.

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IV- Findings of the Literature Review

1-Professional Development (PD)

Professional development (PD) recognizes that change is a constant feature of life. It

addresses the need for continual learning and conscious reflection to respond effectively to

changes and contemporary issues that may influence professional practice. This can be supported

through informal or formal activities, such as training, mentoring, workshops, action-learning

sets, workplace projects and accreditation schemes, Mulà et al. (2017). The article “Professional

development” states that the educational development theory may be divided into two categories.

The first is a normative description of how education should go through several phases. The

second hypothesis is that the human mind develops in stages during which different types of

learning occur, LJMU (2022).

The article then draws the attention to the importance of PD for teachers, and that it

requires a lot of research and experiments to be conducted; PD is not about introducing new

innovative techniques but also about realizing that what happens outside the classroom is of

equal importance to what happens inside it. Educator management, educator training, and the

influence of PD on classroom achievement have all been examined by governments of various

political types across multiple continents, LJMU (2022).

The goal of PD is to enhance knowledge levels so that new practices may be sustained

and supported until they become part of the routine. To be professional, teachers need to have

vision, keep learning, enhance their teaching skills, take risks, be creative and flexible, reflect on

one’s and other’s ‘body, mind, emotions, neurosensory system, and states of consciousness, and

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find new ideas and strategies that save time, improve their performance, and encourage their

students’ growth and ensure their success, LJMU (2022).

PD courses can increase one’s knowledge, help one differentiate, develop one’s

analytical abilities designed to analyze student performance data to make the necessary

modifications to academic programs and instructional techniques, help effectively manage

classes, enhance one’s leadership qualities, mentor new teachers to learn from experienced ones,

conduct collaborative research of which methods work and which don’t, LJMU (2022).

The article “Effective Professional Development of Teachers: A Guide to Actualizing

Inclusive Schooling” looks at how coaching as a kind of PD might help with inclusive education

initiatives, presents a literature overview of effective professional development strategies, as well

as a current study on personalized peer coaching; It defines and states the purpose of PD as well

as stresses on its importance to enforce change in the educational setting. It mentions the steps of

effective PD as coaching and follow-up procedures, collaborative information, and embedding

practices into the daily lives of teachers; discusses Collaboration and Co-Teaching as well as

providing Conceptual Framework for Coaching; then, it reviews related literature in the same

field by providing a table that includes the Authors, Years of publishing, Number of Participants,

methods and findings of different PD studies, Nishimura (2014).

The article then discusses three themes of PD: engagement, reflection, and

empowerment. It also provides a three-stage case study that aimed at closing the gap between

pre-support and training teacher attitudes toward inclusion of students with disabilities in general

education and post-support and training teacher attitudes towards inclusion, Nishimura (2014).

As a long- experienced teacher (I have a 17-year experience as a teacher of almost every

grade) I have participated in several PD courses and conventions where I tried to benefit the most
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by trying out the suggested methods and techniques provided. It wasn’t always easy or

applicable to implement all of those suggestions, but by reflecting on how to improve my

practice I managed to adequately implement enough strategies—e.g., address different learning

styles, enforce group and collaborative work, and project-based learning such as poetry and

horror fiction writing—which enhanced my students’ learning outcomes (as my middle school

students, for instance, stated frequently in their yearly feedback essays). The school where I

work also fosters inclusion which offered me the opportunity to work with students with ADHD,

autism and OCD. At the beginning of my practice years, it was hard for me to deal with such

disabilities and I was against inclusion, but as the years passed and while working closely with

students with disabilities, my point of views changed and I adopted the principle that those

students deserve to be included in the general education to, later on, be rightfully included in the

society.

2-Critical Thinking (CT)

The article “Critical Thinking” defines CT (previously referred to as reflective thinking)

and asserts its importance. It also numerates the characteristics of critical thinkers: observing,

inferring, generalizing, envisioning, and presenting hypotheses and their alternatives. They

provide well-organized reasoning, to analyze assertions and chains of argument, and to be aware

of common difficulties. These things can be taught and enhance students’ learning abilities and

outcomes, LJMU (2022).

Material (knowledge) and reflection on it are the foundations of CT in early education.

As a result, there should be knowledge, a mechanism to comprehend and evaluate it, and

encouragement to take a personal critical stance. The article identifies Critical PD as not being a

simple pattern that can be used to accomplish a particular end; rather, it gives a conceptual
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framing to recognize where opportunities may be, or where they might be produced by

individuals and/or organizations. Structured, non-structured, informal, and networked learning

are all theories of learning that critical PD is founded on where learning might be individual,

group, face-to-face, or virtual, LJMU (2022).

(CT) as one of the most essential thinking skills and a key predictor of student learning

quality must be integrated into the material and teaching methods of all grade levels in order to

generate competent critical thinkers. The debate whether technology can help students improve

their CT abilities shows that instructional methods favor topic material over CT development.

There is a deficit in CT skill instruction in terms of creative methodologies and, in particular, the

utilization of new technology, Alsaleh (2020).

It also mentions Bloom’s taxonomy six processes of learning, each of which is explained

separately. Being a critical thinker is not about finding flaws but about looking for the pros and

cons of an argument in order to suggest improvement plans to deal with the flaws and enhance

positive features, LJMU (2022).

CT allows students interpret complicated concepts, evaluate the evidence presented in

support of arguments, and differentiate between reasonable and unreasonable. To develop

students’ CT skills, educators must have a solid knowledge base to support students delve deeper

into content; remain open to student challenge, rather than representing themselves as the sole

source of knowledge; encourage students to see the big picture by involving them in critical

thinking processes which relevance is beyond the classroom; listen to emerging viewpoints

and use student-generated content; encourage students’ awareness of others' feelings; give

chances for inquiry by allowing students time to prepare, analyze, and debrief; and encourage

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kids to act decisively and apply democratic procedures learned in the classroom to circumstances

outside of it, LJMU (2022).

The book “Critical Thinking and Learning”, pages 1 – 11, mentions that the goals of CT

appear frequently in research aiming at educational reform. It discusses the validity of the

assumption that 'Western' cultural norms have shaped the prevailing conceptions of thinking and

learning. Then it compares and contrasts these norms with those in Asian and Australian

societies. It defines CT and mentions the differences between some of its theories by discussing

the work of five educational philosophers—Robert Ennis, Richard Paul, John McPeck, Harvey

Siegel, and Jane Roland Martin. It also poses different questions regarding CT and refers to

authors who discussed them in different papers. The article asserts that it is essential to consider

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the intricacies and multiplicity of educational beliefs and practices that define every educational

setting, whether 'Western,' 'Eastern,' or whatever, Mason (2008).

In my practice as a teacher, I have encouraged my students to develop their CT skills by

allowing questions and discussions about the learnt topics, promoting creative writing activities.

3-Theoretical Frames (TF) and Concepts

It discusses the theoretical perspectives and concepts involved in critical practice. It

thoroughly explains how and why theories are developed. Then defines theoretical framework

(TF) and discusses how knowledge is formed and distributed mentioning that the first historical

source of knowledge is law, LJMU (2022).

Then it links TF to the ability to reflect on work in a systematic and continuing manner

which is currently considered vital to responsible professional activity, often known as reflective

practice. Connecting theory with reflective practice is beneficial in establishing a reflective

disposition. It states that A TF is a set of concepts and their definitions, as well as references to

relevant academic literature employed in research. The appropriateness, simplicity of

application, and explanatory strength of a theory should all be factors in its selection. The article

then sheds light on different scholars by discussing their learning theories and provides a

comparison between influential theorists which helps differentiate between them. Then it

explains how concepts are formed according to those theorists and defines knowledge

management which awaits further examination and is rooted in various domains, LJMU (2022).

Reflective practice helps to improve the quality of language education while also

supporting teachers' personal and professional growth. Researchers have shown a substantial

correlation between reflective practice and teacher professional development, Cirocki and Farrell

(2017).
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 Cultural conditioning of good epistemic habits of thought and habits of practice among

educators should start at the beginning of their careers as what teachers model in their teaching,

dedicate time to during teaching, value in their assessments, reflect on in their planning, and

evaluate in their own practices and their students' behaviors have a substantial impact on learning

processes and results, LJMU (2022).

Many teachers implement more than one theory, also called pedagogy or instructional

epistemology, in their practice depending on the discipline and class setting; thus, Knowledge of

a variety of frameworks may lead to more fruitful experimentation and a more diverse skill set.

No framework is generally more successful than another since frameworks simply serve to offer

a conceptual overview and are not intended to be used in conjunction with techniques or

execution, LJMU (2022).

As a teacher I have always incorporated constructivism by relating to students’ personal

experiences and allowing critical thinking, peer review and collaborative project learning;

behaviorism as I involved lectures, practice problems, and objective evaluations; and cognitivism

as I focused on and implemented Gagné’s nine events of instruction, incorporated lecture along

with methods like visual tools or organizers to promote retention and used objective assessments

with multiple choice, LJMU (2022)

The book ‘Transforming Teacher Education’ states that there is no method, policy,

system, service, or product that is immune to evaluation and reform. Every individual is regarded

as a potential source of new ideas and creativity. Until reflection is accepted as a standard,

progress will be a reaction to adversity rather than the most proactive technique for development,

which is to create new chances. It is a must to engage in honest, open, reflective dialogue, admit

making mistakes, and take risks and stand up to external pressures. It, then, gives a summary of
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different case studies—mentioned in different chapters of the book—discussing how to

overcome certain difficulties in teaching practice. It also discusses how to sustain the moral

framework (in which teachers experiment, reflect, make mistakes, and start over), overcome

difficulties and seize opportunities. Internal emphasis is not the only aspect of moral

professionalism. It also serves as a framework for analyzing how we treat peers and others in the

schools and community outside of the program. Most importantly, it serves as a benchmark for

assessing the strength of interpersonal interactions within a community, Sockett (2001).

It, then, discusses the case study of Margaret Kaminsky reflecting her own practice

during which she has faced and solved dilemmas as a K-12 English teacher and head of the

program. She reflects on her practice, mentioning where she fell behind or made mistakes and

how she persevered as a team player. She gives examples of real situations with her students

when they learnt comprehension and were allowed to respond react differently about the same

passages. Then, Hugh Sockett reflects on his own practice as an innovative practitioner,

mentions areas of conflicts and how he overcame them and prospered. He then discusses

different academic freedom in regard to other domains, Sockett (2001).

The book ‘Connecting Theory and Reflective Practice through the Use of Personal

Theories’ provides a method for combining theory with reflective practice in mathematics

teacher education. Personal theories are proposed as an innovative teaching technique for

integrating theory and practice through reflective writing. By emphasizing the emotive

components involved in creating an independent mathematical identity, personal theories show

how a narrative and reflective approach to teacher preparation may benefit the process of

learning to teach mathematics. Connecting theory with reflective practices believed to be

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especially beneficial in establishing a reflective disposition, and can start with evoking and

analyzing personal ideas and theories, Smith (2003).

It presents a case study of Elizabeth who struggled as a student teacher but managed to

get back on the right track and even invent a couple of learning theories of her own called

‘Talking to know’, “it’s like” in which she helped students learn how to reflect and express

themselves, Smith (2003).

As a teacher I wasn’t always aware of the various and different learning theories yet I

managed to unconsciously create my own personal theory called the one-minute reflection in

which students reflect on each lesson by writing whatever comes to their minds about this lesson:

a question, a new piece of information, a puzzling thing or how the lesson changed their points

of view.

4-Reflecting on Learning

The article starts by stating the extreme importance of learning and its relation to

cognitivism, mentioning that a learning theory acts as a foundation for teaching. It defines and

explains the terms learning theory, single and double loop learning, the relation between

emotions and action learning, defensive reasoning using clarifying illustrations which makes it

easier to have a hint of the whole picture. It focuses on that while single loop 'instrumental'

learning improves performance immediately, it does not change core values or ways of thinking.

Double loop learning occurs when basic values are challenged and preconceptions about how to

view things are challenged. This is what we're referring to as reflective learning, LJMU (2022).

It posits the importance and mentions the limits of informal learning as practicing without

acquiring adequate knowledge doesn’t lead to improvement. It clarifies that as a result of the

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interaction between the four levels of action—skill based, rule based, knowledge based and

reflective— and reflection, adaptive and developmental learning emerges.

Since Dewey's work in 1909, reflective methods and action taking have been foundations

of teacher education and professional growth. Reflecting on one's own practice, mindful

introspection, talks with peers about important topics, and more systematic and rigorous

engagement in action research are all examples of reflective practice. They help individuals,

things, processes, and situations change by adopting a problem-solving process, such as

recognizing and describing an issue, then selecting and implementing a plan, and assessing the

results. Educator diaries, peer observation, videoing practice, and facilitating reflective dialogues

are all tools for reflection, LJMU (2022).

Single and double loop learning are new information that will certainly enhance my

professional practice not only by following them myself but also by introducing them to my

colleagues and middle and high school students who might make use of how learning can be

actualized.

The book “Learning, Practice and Assessment: Signposting the Portfolio” addresses the concepts

and circumstances that could drive a portfolio system of learning and evaluation, as well as the

attempts to combine learning, practice, and assessment. It explains the relationship between

professional skills as part of personal and interpersonal ones, values usually in the form of

evolving professional code of practice, and knowledge that is highly politicized and

unconsciously affected by skills and values, Doel, Morrison, and Sawdon, (2002)

It tries to answer this question: how can learning be facilitated? It states that learning is

both thinking and doing and discusses the three overlapping focus models of learning—the

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content of the learning, the process of the learning, or the attributes of the learner—giving

examples for each. It also explains Kolbe’s learning cycle—reflecting on concrete

experience to reach an abstract concept that turns into concrete experience by actively

experimenting it. It gives and discusses the reasons why practice must be assessed—selecting

suitable personnel, ensuring quality, and protecting the service users’ rights— and who defines

the assessment criteria. It then mentions and explains assessment on different levels as well as

the four essential principles supporting the assessment system: accuracy, fairness, efficiency, and

authenticity. It answers ‘what is a portfolio?’ By positing that There are several types of

portfolios. Some associate it with the term "workbook," while others define it as a planned

collection of a learner's work that conveys the story of their efforts, development, and successes,

Doel, Morrison, and Sawdon, (2002)

A study of 121 preschool and primary school teacher education students at a private

university in Spain sought to learn about the students' perceptions of the usefulness and

relevance of e-portfolios. The results show that students are willing to utilize e-portfolios in the

future as they don't merely see them as schoolwork to be done for a mark. The importance of an

e-portfolio as a learning and assessment tool, as a resource for professional improvement as well

as a job search tool was acknowledged by the respondents, Ciesielkiewicz (2019).

5-Professional practice, Sharing of Knowledge and Case Studies

The article posits that sharing knowledge—trying to help others improve their

capabilities—is different from sharing information, giving or taking information. Total quality

management is considered an element of ongoing improvement where all workers are

responsible for all aspects of work by sharing knowledge, which in their turn are always

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examined and evaluated. Elements of reflective practice include describing, explaining, and

justifying practices 'problematically', viewing professional situations, creating knowledge of

significance to self and others, interrogation of experiences going back to look at taken-for-

granted beliefs, professional values, and understandings, LJMU (2022).

It's critical to concentrate on learning processes, maximizing human and social resources,

handling structural resources, and engaging with and drawing on external agents to help

educators leverage individual learning in order to achieve collective goals through "collective

knowledge creation", which entails cooperative dialogue and joint decision-making. A

professional teacher is critical, reflective, and able to develop self and the praxis linked with the

topic, as well as being both a subject specialist and an educator. The article then states the

principles for development and the activities that promote professional support: exerting every

effort to promote student improvement, make the best use of time, enhance abilities, take

chances and stop being scared of failing, LJMU (2022).

Chapter 7 “The Action Learning Handbook: Powerful Techniques for Education” looks at

some of the ideas that drive our concept of action learning and how they affect the reflective

learning strategy advocated. It focuses on the social elements that influence learning as well as

the setting in which action learning occurs. It starts with single and double loop learning theories,

then look at the philosophy that supports the action learning method, and talks about how this

affects power dynamics and politics in companies. What are the ways that action learning

facilitates reflective learning for development and transformation? When single and double loop

learning is considered, learning theory comes in handy, Brockband and McGill (2003).

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 The article “Professional Development and Teacher Change” states that teachers must

comprehend and contribute to the formulation of administrative and curricular objectives and

standards in order for schools to be more successful organizations. For exchanging classroom

resources and professional expertise, they require encouragement, support, and acknowledgment.

They must hold themselves more accountable to students, other instructors, and the community

at large. Social media allows educators to globally share knowledge, ask questions and benefit

form experiences of other teachers. According to their convenience, Guskey (2002).

School administrators should be able to establish an environment that encourages

teachers to offer their expertise to the advancement of the school through assisting students

understand the culture within the school organization, assisting them accept responsibility,

encouraging them to cooperate, share what they know and learn from others. Information sharing

is crucial for school success, yet often schools lack a culture of knowledge sharing. Collaboration

among senior practitioners and education leaders may help educators increase their subject

knowledge, consider teaching practices in new ways, and acquire new ideas for the future in the

classroom. Educators have been discovered to learn more from one another than from mentors or

from regular seminars and workshops, Guskey (2002).

It explains the teacher change paradigm as illustrated in the figure, suggesting that change

happens only after students’ outcomes are improved by the new classroom practices which

implies that teachers must be provided with ongoing follow-up, support, and pressure because

change is a gradual and a difficult process for them. Ensure to provide teachers with regular

insight into student learning progress, Guskey (2002).

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 This concept of teacher transformation opens up several new research possibilities. It is

hoped that it would rekindle interest in the various aspects of the change process, the nature of

component relationships, and the shift from one component to the next, Guskey (2002).

Chapter 16 “Connecting Enquiry and Professional Learning in Education: Connecting the

Dots” recognizes that the many settings for professional research are critical deciding factors in

the development of policies and practices. It looks into the many locations where professional

learning might occur, as well as how such regions are managed and even colonized on a local

level. It finishes by offering ways for educators to collaborate in order to improve practice for the

millions of children who attend our schools. It briefly examines why educational practitioners'

agency has gotten a lot of attention recently as they analyze aspects in schools as a way to

improve their professional growth, although in a limited environment, Campbell and

Groundwater-Smith (2009).

The article “Case Studies” presents the importance of case studies, exploring various case

studies in the field of professional development to aid active participation in the field and

understand the ideas underlying various techniques used by educators over time, improve

analytical abilities, problem-solving skills, decision-making skills, and ambiguity handling. The

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article then explores various case studies addressing different theories to learn from them, LJMU

(2022).

V- Conclusions and Implications

PD is a fundamental element of quality education; thus, it is important to pay more

attention to the different factors that help sustaining PD. One time PD courses are less effective

than coaching or mentoring teachers who, when given enough time to focus on one or two PD

objectives, benefit a lot more.

When governments and districts support teachers to implement PD, allow teachers to

observe the PD process and give them the chance to provide their feedback, integrate role play,

discussions and other active learning methods, and provide long enough time to establish the

new techniques as a regular routine, LJMU (2022).

CT, theoretical frameworks and knowledge sharing are significant factors of PD that should be

further investigated to come up with new means and methods to help teachers effectively

implement them in their practice.

Word count: 4488

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References

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Education ProQuest EBook - Chapter 7: The social context of action learning, pages 107

– 146

[Accessed: 26th March 2022]

Campbell and Groundwater-Smith, (2009), Connecting Inquiry and Professional Learning in

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Ciesielkiewicz, M., 2019. The use of e-portfolios in higher education: From the students'

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pages 17 – 58
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 [Accessed: 26th March 2022]

Guskey, T.R. (2002). Professional Development and Teacher Change. Teachers

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[Accessed: 26th March 2022]

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Mulà, I., Tilbury, D., Ryan, A., Mader, M., Dlouhá, J., Mader, C., Benayas, J., Dlouhý, J. &

Alba, D. 2017, Catalysing Change in Higher Education for Sustainable Development: A

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Appendix

The following images are two examples of middle school creative writing projects.

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