Using critical incidents in teaching to promote reflective practice

Bruster, Benita G.; Peterson, Barbara

doi:10.1080/14623943.2012.732945

Cited by 80 publications

(35 citation statements)

References 4 publications

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“…The apparent failure of many student teachers to engage in a level of critical reflection may be due to a belief that reflective practice is a natural response to challenges faced by professionals in their practice (Bruster & Peterson 2013). Working under this assumption creates the view that once student teachers are encouraged to reflect the process will take care of itself, however, as outlined earlier, strongly embedded lay theories may work against this.…”

Section: Reflective Practice In Initial Teacher Educationmentioning

confidence: 87%

“…Ward and McCotter (2004) note that teacher educators place a high value on reflective thinking in the belief and expectation that it has the capacity to broaden the perspective of the individual and help them to question the 'taken-for grantedness'' of the teaching enterprise. Similarly, Bruster and Peterson (2013) note that many educators assume that reflection is a natural response to a dilemma or challengehence its taken for grantedness. Viewing reflective practice, particularly the reflections invoked by critical incidents, through the lens of counterfactual thinking, challenges these assumptions.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

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Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education

McGarr

McCormack

2015

European Journal of Teacher Education

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This paper explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative 'critical incidents'. The paper posits that reflections on critical incidents are often not 'critical' in nature. They more frequently result in counterfactual thinking processes which leads to a counterfactually mutated outcome congruent with one's initial beliefs. To explore this issue the study examined a collection of school placement reflections (n=180) from a cohort of initial teacher education students on a 4-year B.Ed programme in the Republic of Ireland. The data revealed that, where present in the student teachers' reflections, critical incidents of a negative nature did invoke counterfactual thinking. These counterfactually mutated scenarios and actions tended to draw on quite traditional views of teaching and tended to reinforce the idea that teachers should be authority figures. The paper discusses some of the factors, specific to teacher education, that increase the likelihood that counterfactually thinking is invoked and raises questions about current practice in teacher education that contribute to this.

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Section: Reflective Practice In Initial Teacher Educationmentioning

confidence: 87%

Section: Discussion Of Findingsmentioning

confidence: 99%

Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education

McGarr

McCormack

2015

European Journal of Teacher Education

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“…Writing about critical incidents represents another format for reflection. Bruster and Peterson (2013) compared and contrasted traditional journals and weblogging on critical incidents by teacher candidates in reflecting on their practice. Whereas participants who wrote in traditional journals wrote complex investigative reflections of classroom events, participants who used weblogs wrote less complex descriptions of classroom events.…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice

Chien

2016

Education 3-13

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To cite this article: Chin-Wen Chien (2016): Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice, Education 3-13, ABSTRACT Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. Professional Development for Language Teachers. New York, NY: Cambridge University Press].Based on the data analysis of workshop handouts, observation notes, and interviews, this study analyses three critical incident workshops designed and delivered to 19 elementary school English teachers in Taiwan in terms of design, participants' learning, strengths, and suggestions. The study has the following findings. First, the participants moved from knowing nothing about critical incidents or mazes to writing up, discussing, and analysing critical incidents in collaborative reflective practice. Most importantly, the workshop facilitator fostered a safe and trusting environment for participating teachers to discuss critical incidents freely and combat their isolation. Five elements are recommended to be integrated into the design and delivery of critical incident workshops. ARTICLE HISTORY

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“…Whereas Bruster & Peterson [6] drew attention to 'critical incidents' and Gunter [18] emphasised the 'big ideas' in research, intensified experiential reality can be cultivated through developing a reflective relationship that includes minor details, passing impressions, memorable moments and 'bafflements' [5]. The significance of one such insignificant detail, a pictorial timetable displayed within the reading area in a reception class, begins to take form through a contemplative awareness expressed as a simple poem (Figure 1).…”

Section: Satellite Topicmentioning

confidence: 99%

The Creative Analytic Paradigm and Generative Social Research within the Context of the Early-Years/Kindergarten Physical Learning Environment

Barnett¹

2014

EDUCATION

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Innovative approaches to research methodology are a potential counterbalance to the dominance of established methods and may be more responsive to specific research aims. However, approaching research differently incurs risks associated with evaluation of quality of methods and outcomes. This article starts the process of engaging with key methodological issues to provide a foundation for developing an innovative approach. The starting point is a focus on categorisation theory related to qualitative, quantitative and mixed methods. The article focuses on superordinate, basic and subordinate categories when responding to the stretching boundaries of qualitative research. Attention is then given to the concept of research paradigm; role of research questions; approaches to data collection and analysis; and to assessing quality as some of the starting points for developing an innovative approach. The creative analytic paradigm as a basic category and generative social research as a superordinate category are introduced and exemplified with reference to the early-years/kindergarten learning environment. The article then illustrates a subordinate category research design that involves the burgeoning of experience though time in response to evocative objects from the early-years learning environment. The resulting methodology is a straightforward and manageable form of meaning based reflective practice.

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Using critical incidents in teaching to promote reflective practice

Cited by 80 publications

References 4 publications

Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education

Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education

Analysis of design and delivery of critical incident workshops for elementary school English as a foreign language teachers in community of practice

The Creative Analytic Paradigm and Generative Social Research within the Context of the Early-Years/Kindergarten Physical Learning Environment

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