Search results for: Critical incidents method
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The data shared in this article is related to several critical incidents that occurred during summer of 2019 during a summer literacy programme where tutors worked with elementary age students in a university literacy centre. Each incident adds to learning by PSTs on professional behaviour. The paper will be thematically organised across four critical incidents. The first two involved conflict between three tutors, broadly. In one, a student was involved as the tutors engaged in personal conflict. In the second, the tutors alone were involved, however, the escalation of the situation occurred quite quickly. In the third narrative, the authors re-story a critical incident that involved the researchers and one of the teacher candidates across multiple moments in the programme. In the final narrative, model behaviour by two tutors was exhibited when handling mandated reporting.
Updated: Oct. 14, 2021
Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Updated: Aug. 19, 2020
Using Critical Incidents and E-Portfolios to Understand the Emergent Practice of Japanese Student-Teachers of English
This article aims to describe the nature of emergent practice arising from conflicts student-teachers experienced in a teaching practicum and its implications for teacher learning. The authors used critical incident (CI) writing in ePortfolios as a means for student-teachers to record conflicts experienced and what was learned from them. The authors identified new teaching principles students developed through this experience. Furthermore, the authors also identified techniques and strategies they felt helped them teach effectively at their schools. Lastly, the critical incident also gives a view into the teaching principles, strategies, and world-view which comprise student-teacher emergent practice. The authors also regard the issue of theory to practice.
Updated: Apr. 22, 2018
Facilitating Professional Development during International Practicum: Understanding our Work as Teacher Educators through Critical Incidents
This article describes collaborative self-study details the experiences of two teacher educators, who led teacher candidates on international practicum placements. This study documents the complexities of two teacher educators’ work in unfamiliar cultural contexts and highlights tensions to be navigated as a teacher educator in an international practicum setting. The analyzes of their experiences make it clear that they as teacher educators were on a learning journey similar to that of their teacher candidates. Collaborative analysis of the critical incidents conducted during this self-study enabled them to acquire greater understandings of their academic, professional, and personal identities.
Updated: Feb. 15, 2017
Exploring the Use of Critical Incident Analysis and the Professional Learning Conversation in an Initial Teacher Education Programme
This article aims to explore how critical reflective practice within an initial teacher education programme in England is supported through a required course task for student teachers and an associated professional learning conversation with a designated school teacher–mentor. It was found that almost all student teachers seem concerned with finding solutions to their problems or resolving dilemmas, and they value supportive discussion, advice and solutions provided by others, including supervising teachers.
Updated: Jul. 30, 2012
Critical Incidents and Reflection: Turning Points that Challenge the Researcher and Create Opportunities for Knowing
In this article, the authors draw on data from two qualitative research studies that used critical incidents as a device for investigating the nuances of human interaction within two educational settings. The authors look across the two studies to illuminate commonalities as well as differences in their approaches. Through this analysis, the authors demonstrate how the inclusion of critical incidents affords both participants and researchers 'turning points' in ways of thinking about and reflecting upon the complex contexts of their lived experiences.
Updated: Feb. 28, 2011
The purpose of the present study was to identify and explore critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Based on their study, the authors suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.
Updated: Jun. 01, 2009