A Critical Practice for Developing Teachers

This chapter examines the notion of criticality and the value of engaging in ongoing critical practice as a teacher. What it means to be critical is understood in different ways by different people. In exploring what criticality might mean for teachers, we offer our definition of criticality – not as a cognitive skill, bounded within individual bodies – but as a collaborative, affective and situated practice. We introduce the practice of critical teaching as a practice which engages theory, feelings and insights from the classroom and beyond to recognise and enable spaces for meaningful development. We argue for the importance of the teacher recognising that while their practice is dynamic and changing, teachers can establish agency over uncertainty by engaging with theory, and by adopting a thoughtful, critical approach that engages with, and surfaces, the values that underpin practice. This chapter will explore how teachers can engage in professional development activities that encourage critical practice such as engaging with scholarship, participating in peer observation and seeking opportunities to learn from and with others.