ABSTRACT
This chapter explores the particular interest to people engaged in teaching, to those interested in a detailed description of how the critical reflection process can proceed in a journaling format, and to those curious about what might be going through a professor’s mind as she is teaching. It begins by describing and reflecting upon the process of learning how to teach critical reflection on practice for the first time in a Master of Social Work (MSW) programme in a Canadian university context and the resulting reflections on vulnerability and transformative learning. The chapter uses the model to critically reflect on teaching the Critical Reflection and Appraisal of Practice course twice within a university setting, showing how the learning process continues to evolve and is open to fine-tuning. While teaching the course, and feeling overstimulated by the process, the critical reflection process provided a structure that led to consider the impact of the use of self and self-protection.
