Critical incidents and reflection: turning points that challenge the researcher and create opportunities for knowing

Halquist, Don; Musanti, Sandra I.

doi:10.1080/09518398.2010.492811

Cited by 59 publications

(48 citation statements)

References 12 publications

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“…A qualitative approach has been used to find out in depth what the experiences of the teachers of the different stages are at the beginning of the school year in the situation of the COVID.19 The way in which they have adapted to this new era is analyzed, with emphasis on aspects related to the development of professional identity. To do so, it was essential to analyse the real contexts in which their daily practice takes place, as well as their more personal and social dimension (Halquist & Musanti, 2010). The main source of data is the assessments and experiences of those involved in the educational process (Commander & Ward, 2009).…”

Section: Analysis Usedmentioning

confidence: 99%

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Hortigüela-Alcalá¹,

Hernando-Garijo²,

Pérez-Pueyo³

2021

Retos

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The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and adapted to an unprecedented situation. The aim of this study is, under the theory of teaching identity and professional reconstruction, to contrast how three groups of teachers from different educational stages teach PE with COVID 19, analyzing the adaptations made in the classroom. Five university teachers, seven school teachers and eight future teachers took part. A qualitative analysis was employed, using reflective journals and discussion groups as data collection instruments. Three categories of analysis were used: a) reconfiguration of the purpose of the subject; b) reconstruction of professional identity; c) main limitations of teaching and solutions found. The results show how teachers in the three educational stages agree on the negative implications of teaching the subject with physical distance. University teachers stress the need to reconsider the aims of the subject in order to adapt to this new situation, while school teachers admit to being very limited on the content to be taught. For their part, the future teachers express great insecurity about being able to apply what they have been taught throughout their university training. It is considered essential to continue researching and reflecting on the evolution of PE teaching in the situation of COVID 19, as well as the curricular and educational role that it should continue to play. Resumen. La forma de concebir la educación física ha cambiado radicalmente en cuestión de meses. Esto hace que la identidad profesional del profesorado haya tenido que reconstruirse y adaptarse a una situación inédita. El objetivo de este estudio es, bajo la teoría de la identidad docente y la reconstrucción profesional, contrastar cómo tres grupos de profesores de diferentes etapas educativas enseñan Educación Física con la COVID 19, analizando las adaptaciones realizadas en el aula. Participaron cinco profesores universitarios, siete profesores de escuela y ocho futuros profesores. Se empleó un análisis cualitativo, utilizando diarios de reflexión y grupos de discusión como instrumentos de recogida de datos. Se utilizaron tres categorías de análisis: a) reconfiguración del propósito de la asignatura; b) reconstrucción de la identidad profesional; c) principales limitaciones de la enseñanza y soluciones encontradas. Los resultados muestran cómo los profesores de las tres etapas educativas coinciden en las implicaciones negativas de la enseñanza de la asignatura con distancia física. Los profesores universitarios destacan la necesidad de reconsiderar los objetivos de la asignatura para adaptarse a esta nueva situación, mientras que los profesores de la escuela admiten estar muy limitados en cuanto a los contenidos a impartir. Por su parte, los futuros profesores manifiestan una gran inseguridad para poder aplicar lo que se les ha enseñado a lo largo de su formación universitaria. Se considera imprescindible seguir investigando y reflexionando sobre la evolución de la enseñanza de la educación física en la situación de la COVID 19, así como el papel curricular y educativo que debe seguir desempeñando.

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Section: Analysis Usedmentioning

confidence: 99%

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Hortigüela-Alcalá¹,

Hernando-Garijo²,

Pérez-Pueyo³

2021

Retos

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“…To provide the reader with a sense of presence in the classroom, we present the analysis of the empirical material starting from the heated student-teacher interaction. We treat this friction as a 'critical incident' (Halquist and Musanti, 2010), a significant illustration that points beyond itself to larger systems of sensemaking and the different identity work practices initiated in this course. To show that this incident is not isolated or unique in terms of the dynamics it demonstrates, we support it with additional empirical material (Jarzabkowski et al, 2014: 280).…”

Section: Observationsmentioning

confidence: 99%

Identity work in entrepreneurship education: Activating, scripting and resisting the entrepreneurial self

Frederiksen

Berglund

2019

International Small Business Journal: Researching Entrepreneurs

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Entrepreneurship education (EE) theory and practice show increasing interest in the concept of identity work as integral to entrepreneurial learning. EE offers various approaches to guiding students towards entrepreneurial identities, but critics note that these meet neoliberal manifestations of the entrepreneurial self, leaving little room for alternative identities to be cultivated in EE. Concerned with this critique, we aim to contribute to the EE literature through a detailed investigation of the identity work practices enacted in a case of EE, which explicitly seeks to facilitate the entrepreneurial identity construction of students. Through an in-depth analysis of teacher–student interactions, we identify three practices: setting new rules to activate the entrepreneurial self, playing by the rules by figuring the script and bending the rules protecting the self. Our analysis highlights the significance of resistance and notions of authenticity, which leads us to rethink the meaning and conditions of entrepreneurial identity work in EE.

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“…Flanagan and his colleagues developed CIT squarely within the positivist paradigm of the time (Butterfield et al, 2005), though it has subsequently been adapted into a qualitative approach designed to capture the perspectives of study participants themselves (MacNeela, Gibbons, McGuire, & Murphy, 2010; Norman, Redfern, Tomalin, & Oliver, 1992; Propp et al, 2010; Williamson, Koro-Ljungberg, & Bussing, 2009). In this qualitative iteration of the approach, interviewers ask participants to reflect on significant or memorable happenings or problematic situations in their lives; these reflections are then often used to try to resolve or prevent similar future episodes (Halquist & Musanti, 2010). This orientation gained particular currency in health care settings as a quality improvement technique for highlighting best practice behaviors as well as negative incidents that might have been handled differently (Avraham, Goldblatt, & Yafe, 2014; Gotlib Conn et al, 2009; Kemppainen, 2000; MacNeela et al, 2010; Scott, Estabrooks, Allen, & Pollock, 2008; Wolf & Zuzuelo, 2006).…”

Section: Using a Critical Incident Lens For Understanding Focus Groupsmentioning

confidence: 99%

Viewing Focus Groups Through a Critical Incident Lens

et al. 2015

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Scholars often do not describe in detail the complex process of conducting focus groups, including what happens when they take unexpected turns. A critical incident lens provides a framework for better analyzing and understanding what actually happens during focus group sessions. Using a critical incident approach, we examine our experiences of carrying out focus groups about the human papillomavirus (HPV) vaccine with vaccine-eligible adolescent girls and parents/caregivers of vaccine-eligible adolescent girls in New Mexico. The critical incident lens allowed us to productively explore the context and interactional dynamics of our focus groups and ultimately pushed us to talk through the challenges of conducting and analyzing them. We hope this serves as a call to qualitative researchers to be attentive to the critical incidents in your own research to enrich your analysis and contribute to a broader discussion of the realities of focus group conduct.

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Critical incidents and reflection: turning points that challenge the researcher and create opportunities for knowing

Cited by 59 publications

References 12 publications

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Physical Education in the COVID-19 context. A tale from teachers of different educational stages (La Educación Física en el contexto COVID-19. Un relato de profesores de diferentes etapas educativas)

Identity work in entrepreneurship education: Activating, scripting and resisting the entrepreneurial self

Viewing Focus Groups Through a Critical Incident Lens

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