ABSTRACT
In this chapter, the authors discuss how they have been influenced by both postmodernism and critical theories as they have been developing and improving their abilities to teach and sustain students’ skills of critical reflection on practice. They describe how the theory and practice of the model of critical reflection they teach have expanded over the past 20 years to include elements of postmodern narrative therapy, a wider range of critical perspectives, and spirituality more purposefully. They then present the structure and process by which they teach and assess critical reflection in a standard university course and continue to scaffold and support students’ learning within practicum integration seminars. Finally, they discuss how forming a community of practice has assisted them in operationalizing their commitments to transformative learning and postmodern pedagogy.
