Criticality: its reflective utility within a technical and further education workplace context

Article

Tyler, Mark A.. 2006. "Criticality: its reflective utility within a technical and further education workplace context." Studies in Learning Evaluation Innovation and Development. 3 (2), pp. 48-56.
Article Title

Criticality: its reflective utility within a technical and further education workplace context

ERA Journal ID20774
Article CategoryArticle
Authors
AuthorTyler, Mark A.
Journal TitleStudies in Learning Evaluation Innovation and Development
Journal Citation3 (2), pp. 48-56
Year2006
PublisherCentral Queensland University
Place of PublicationRockhampton, Qld, Australia
ISSN1832-2050
Web Address (URL)http://sleid.cqu.edu.au/viewissue.php?id=10
Abstract

[Abstract]: This paper traces reflective practices through the lens of criticality as a
commonality of mindset and action in relation to a teacher’s
experience within a Technical and Further Education (TAFE) institute
in Brisbane, Australia. This experience spans a period of 13 years, in
which the efficacy of this teacher’s praxis was put to the test and
personally questioned. The paper highlights the recurrence of the
theme “critical” within this teacher’s professional career, along with
personally significant ideological beliefs and values. The significance
of this journey is that it highlights for others how one’s philosophy of
action can keep one afloat in what some would suggest is an
oppressive work environment. It also articulates the utility of
criticality in one teacher’s struggle within a vocational education and
training workplace.

Keywordscriticality, Technical and Further Education Institute, TAFE, Brisbane
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390308. Technical, further and workplace education
390301. Continuing and community education
Public Notes

The journal states that 'Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.'

Byline AffiliationsFaculty of Education
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