Critical Self-reflective Engagement to Improve Professional Development for a Teacher Educator

The conventional banking model (Kalsoom, Kalsoom & Mallick, 2020) of rote-recall culture pedagogical practices might promote subject-centric memorizing, rather than understanding and critical exploration knowledge. Critical reflection articulate the depth breadth experiences learners build connections between past, present construct a vision for future. In pedagogy, different forms like poetry autobiographical capture learners' personal can be considered as one alternative meaningful core complex phenomena diverse world. To this connection, paper investigates self-reflection transformative tools utilizing Habermasian Knowledge Consecutive Interests (technical, practical, emancipatory) theoretical referent metaphors tool discourses phenomena. This tries to explore, creating issues raised learner's experience, through self-reflection. Among many ways express reflection, first entails having capacity uncover, scrutinize, modify our deeply ingrained preconceptions in order potentially bring about significant change (Mezirow, 1991) placed strong emphasis on action while reflecting power relations (Brookfield, 1995) pedagogy practice.