Skip to main content

Lund University Publications

LUND UNIVERSITY LIBRARIES

Criticality Through Critical (Self- )Reflection in Student Teachers’ Placement in English Language Teacher Education

Cananau, Iulian and Johansson, Evelina LU (2025) National Forum for English Studies 2025
Abstract (Swedish)
Critical reflection and self-reflection are two interrelated abilities universally perceived as fundamental for teachers’ professional practice. In European policy documents, these are also linked to the goal of building and consolidating education for democracy (Lenz et al., 2021, p. 9). Moreover, in the Swedish Higher Education Ordinance, they are mentioned in the second competence-and-skills outcome for the degree of Master of Arts/Science in Secondary/Upper Secondary Education, where they are specifically tied to theory and teaching practice (SFS 1993:100). This makes critical reflection and self-reflection especially relevant for the teaching placement, the part of teacher education (TE) in which practice is trained, and knowledge of... (More)
Critical reflection and self-reflection are two interrelated abilities universally perceived as fundamental for teachers’ professional practice. In European policy documents, these are also linked to the goal of building and consolidating education for democracy (Lenz et al., 2021, p. 9). Moreover, in the Swedish Higher Education Ordinance, they are mentioned in the second competence-and-skills outcome for the degree of Master of Arts/Science in Secondary/Upper Secondary Education, where they are specifically tied to theory and teaching practice (SFS 1993:100). This makes critical reflection and self-reflection especially relevant for the teaching placement, the part of teacher education (TE) in which practice is trained, and knowledge of the subject and educational theory is applied.

In this paper, we introduce a research project whose primary aim is to investigate the conceptions and practice of critical reflection and self-reflection in the placement of pre-service teachers of English in upper secondary schools in Sweden. Our approach relies on theoretical research on critical thinking (CT) in education, where critical reflection and self-reflection, often considered together, are identified as key aspects of criticality, a model of CT that adds ethical, civic, and ontological dimensions to more familiar approaches to critical thinking as cognitive and argumentation skills supported by a set of dispositions (Cananau et al., 2025; Davies, 2015; Dunne, 2015; Johansson, 2023). The educational ideal of this model is not “just” critical thinkers, but critical persons capable of critically engaging with the world and themselves, as well as with knowledge.

Cultivating openness to multiple interpretations, critical reflection over one’s own assumptions in the face of such multiplicity, and critical action in the world in the form of responsible citizenship, criticality is directly concerned with building a sustainable education for democratic culture. An equally important aim of our project is therefore to promote critical (self-)reflection (CSR) as an aspect of criticality. Our concept is derived from the foundational works of the criticality movement. For example, Burbules and Berk (1999) consider the ability to reflect on one’s own views and assumptions as a type of critical reflection that is enabled through conversations with others (p. 61). In Barnett's (1997) criticality model, CSR is a form of critical being, alongside critical reason and critical action, each of them corresponding to the domain of the self, knowledge, and the world, respectively (p. 7).

References
Barnett, R. (1997). Higher education: A critical business. Open University Press.
Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations,
differences, and limits. In T.S. Popkewitz & L. Fendler (Eds.), Critical theories in education.
Changing terrains of knowledge and politics (pp. 45–65). Routledge.
National Forum for English Studies 2025, Lund 9-11 April 40
Cananau, I, Edling S., & Haglund B. (2025). Critical thinking in preparation for student
teachers’ professional practice: A case study of critical thinking conceptions in policy
documents framing teaching placement at a Swedish university, Teaching and Teacher
Education, 153. https://doi.org/10.1016/j.tate.2024.104816.
Davies, M. (2015). A model of critical thinking in higher education. In M.B. Paulsen (Ed.)
Higher education: Handbook of theory and research (pp. 41–92). Springer.
https://doi.org/10.1007/978-3-319-12835-1_2.
Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and
life. International Journal of Educational Research, 71, 86-99.
https://doi.org/10.1016/j.ijer.2015.03.003.
Johansson, E. (2023). Towards critical thinking skills in higher education – the case of English
courses at Swedish universities [Doctoral dissertation, University of Gothenburg].
https://gupea.ub.gu.se/handle/2077/76767.
Lenz, C., Gebauer, B., Hladschik, P., Rus, C. & Valianatos, A. (2021). Reference framework of
competences for democratic culture. Teacher reflection tool. Self-reflection – A journey
towards a democratic teacher ethos and a democratic culture in schools. Council of Europe.
SFS 1993:100. Högskoleförordning. Retrieved December 20, 2024, from
https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-
forfattningssamling/hogskoleforordning-1993100_sfs-1993-100/ (Less)
Please use this url to cite or link to this publication:
author
and
organization
publishing date
type
Contribution to conference
publication status
published
subject
conference name
National Forum for English Studies 2025
conference location
Lund, Sweden
conference dates
2025-04-09 - 2025-04-11
language
English
LU publication?
yes
id
ac85e991-6e50-42c8-9cb3-33b80f1c4301
alternative location
https://konferens.ht.lu.se/fileadmin/user_upload/conference/NFES-25/Book_of_abstracts.pdf#%5B%7B%22num%22%3A191%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C68%2C747%2C0%5D
date added to LUP
2025-04-11 12:23:41
date last changed
2025-05-06 09:43:05
@misc{ac85e991-6e50-42c8-9cb3-33b80f1c4301,
  abstract     = {{Critical reflection and self-reflection are two interrelated abilities universally perceived as fundamental for teachers’ professional practice. In European policy documents, these are also linked to the goal of building and consolidating education for democracy (Lenz et al., 2021, p. 9). Moreover, in the Swedish Higher Education Ordinance, they are mentioned in the second competence-and-skills outcome for the degree of Master of Arts/Science in Secondary/Upper Secondary Education, where they are specifically tied to theory and teaching practice (SFS 1993:100). This makes critical reflection and self-reflection especially relevant for the teaching placement, the part of teacher education (TE) in which practice is trained, and knowledge of the subject and educational theory is applied.<br/><br/>In this paper, we introduce a research project whose primary aim is to investigate the conceptions and practice of critical reflection and self-reflection in the placement of pre-service teachers of English in upper secondary schools in Sweden. Our approach relies on theoretical research on critical thinking (CT) in education, where critical reflection and self-reflection, often considered together, are identified as key aspects of criticality, a model of CT that adds ethical, civic, and ontological dimensions to more familiar approaches to critical thinking as cognitive and argumentation skills supported by a set of dispositions (Cananau et al., 2025; Davies, 2015; Dunne, 2015; Johansson, 2023). The educational ideal of this model is not “just” critical thinkers, but critical persons capable of critically engaging with the world and themselves, as well as with knowledge.<br/><br/>Cultivating openness to multiple interpretations, critical reflection over one’s own assumptions in the face of such multiplicity, and critical action in the world in the form of responsible citizenship, criticality is directly concerned with building a sustainable education for democratic culture. An equally important aim of our project is therefore to promote critical (self-)reflection (CSR) as an aspect of criticality. Our concept is derived from the foundational works of the criticality movement. For example, Burbules and Berk (1999) consider the ability to reflect on one’s own views and assumptions as a type of critical reflection that is enabled through conversations with others (p. 61). In Barnett's (1997) criticality model, CSR is a form of critical being, alongside critical reason and critical action, each of them corresponding to the domain of the self, knowledge, and the world, respectively (p. 7).<br/><br/>References<br/>Barnett, R. (1997). Higher education: A critical business. Open University Press.<br/>Burbules, N. C., &amp; Berk, R. (1999). Critical thinking and critical pedagogy: Relations,<br/>differences, and limits. In T.S. Popkewitz &amp; L. Fendler (Eds.), Critical theories in education.<br/>Changing terrains of knowledge and politics (pp. 45–65). Routledge.<br/>National Forum for English Studies 2025, Lund 9-11 April 40<br/>Cananau, I, Edling S., &amp; Haglund B. (2025). Critical thinking in preparation for student<br/>teachers’ professional practice: A case study of critical thinking conceptions in policy<br/>documents framing teaching placement at a Swedish university, Teaching and Teacher<br/>Education, 153. https://doi.org/10.1016/j.tate.2024.104816.<br/>Davies, M. (2015). A model of critical thinking in higher education. In M.B. Paulsen (Ed.)<br/>Higher education: Handbook of theory and research (pp. 41–92). Springer.<br/>https://doi.org/10.1007/978-3-319-12835-1_2.<br/>Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and<br/>life. International Journal of Educational Research, 71, 86-99.<br/>https://doi.org/10.1016/j.ijer.2015.03.003.<br/>Johansson, E. (2023). Towards critical thinking skills in higher education – the case of English<br/>courses at Swedish universities [Doctoral dissertation, University of Gothenburg].<br/>https://gupea.ub.gu.se/handle/2077/76767.<br/>Lenz, C., Gebauer, B., Hladschik, P., Rus, C. &amp; Valianatos, A. (2021). Reference framework of<br/>competences for democratic culture. Teacher reflection tool. Self-reflection – A journey<br/>towards a democratic teacher ethos and a democratic culture in schools. Council of Europe.<br/>SFS 1993:100. Högskoleförordning. Retrieved December 20, 2024, from<br/>https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-<br/>forfattningssamling/hogskoleforordning-1993100_sfs-1993-100/}},
  author       = {{Cananau, Iulian and Johansson, Evelina}},
  language     = {{eng}},
  month        = {{04}},
  title        = {{Criticality Through Critical (Self- )Reflection in Student Teachers’ Placement in English Language Teacher Education}},
  url          = {{https://konferens.ht.lu.se/fileadmin/user_upload/conference/NFES-25/Book_of_abstracts.pdf#%5B%7B%22num%22%3A191%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C68%2C747%2C0%5D}},
  year         = {{2025}},
}