© 2001 by Oxford University Press
Critical friendships: colleagues helping each other develop
National Institute of Education, Singapore Email: tscfarre@nie.edu.sg
This paper reports on a critical friendship between two colleagues (an EAP teacher and the author) in Singapore. The teacher initiated the process, chose her preferred methods of reflection, selected the lessons to be observed, and decided on the cycle of observation which related to her chosen sequence of a cycle in a process approach to writing. The author's designated role was to observe lessons, talk with the teacher after the process, read and interpret her journals, and manage the process in general. The teacher then authenticated the author's interpretations. Although not without its problems, this critical friendship contributed to the mutual development of two colleagues. However, teachers wishing to carry out similar methods of reflection may have to build in some ground rules before the critical friendship begins. These may include defining the roles of the participants, deciding time frames, and discussing the teacher's readiness for reflection.