Abstract:Although there are a variety of perspectives and conceptualisations by different researchers of what it means to reflect critically about teaching (Poblete, 1999), there is an agreement that critical reflection entails higher, more complicated level that challenges the educator (Lucas, 2012). This paper is discussing critical reflection frameworks available in literature and suggesting a new framework that is able to capture a complete picture of what critical reflection entails. The framework has five levels … Show more
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