Developing and Supporting Critically Reflective Teachers

Abstract

paperback) ISBN: 978-94-6300-985-0 (hardback) ISBN: 978-94-6300-986-7 (e-book) Published by: Sense Publishers,

Critical Incident Analysis Technique to Examine the Issues Faced by the Individuals with Learning Disabilities

“…Sometimes they are treated with rude language, gestures, discrimination from the teachers, supervisors and school mates while at other times their skills and abilities are taken for granted without any relevant acknowledgment and gratification. However, in addition, this incident also highlights the underlying issues, which form the fundamental causes for a stark lack of opportunities given the poor understanding of the Ministry towards people with disabilities Hernandez and Endo, 2017).…”

“…In the perspective of teachers can reflect upon their pedagogy and related practices by exploring and articulating the incidents they believe to be critical to themselves or others. Discussion and contemplation of these critical incidents allow teachers to make a clearer sense of the seemingly random experiences that occur in their pedagogy because they hold real knowledge in the form of personal expertise, experience and intuitive knowledge sourced in the accumulated years of teaching in schools and classrooms Hernandez and Endo, 2017). It emphasises that teachers can reflect on their teaching practice and abilities by articulating their experiences to themselves or others because they have the potential to shape the knowledge, perspectives, ideas, experiences and understandings and facilitate them by guiding their work.…”

“…Narration of stories and incidents also enable the teachers to make better sense of the random experiences from everyday teaching practices because it enables them to explore and realise the inside knowledge held by them, particularly, the experience, expertise, personal intuitive knowledge that is based on the knowledge accumulated by them for years while working as teachers. Such self-contemplative stories can form as a rich source of teacher-generated information that enables them to reflect upon the ways in which they conduct their teaching practices, the process and direction of their thinking, underlying assumptions and beliefs and problem-solving practices that have ruled their current and past teaching practices (Hernandez and Endo, 2017). According to Gremler (2004), a critical incident can be envisaged as any observable activity or experience that manifests itself as a significant personal incident and provides a key basis for analysis.…”

“…The literature further explain that the nature of this technique involves the researcher and participants in the same fieldwork, assists the researcher to collect facts or perceptions, by using some methods such as unstructured interviews or observations. For instance, when the researcher engages with participants and is a part of his/her study, he/she can draw information and observe their feelings, thoughts, and acts (Cottrell, 2017;Hernandez and Endo, 2017). Gremler (2004) highlights a number of relevant advantages of this method and states that the critical incident technique offers multiple advantages.…”

“…In this paper, the McCabe's (2002) framework has been applied to analyse the narrative from which the critical incident was originated. The framework includes four key sections namely: orientation, complication, evaluation and the result Hernandez and Endo, 2017). Among these sections, orientation sections seek to answer the questions pertaining who?…”