Using critical incidents to investigate teacher preparation: A narrative inquiry

Adams, Megan; Rodriguez, Sanjuana

doi:10.1080/13540602.2020.1863209

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…Critical incidents have been widely used in qualitative studies to support reflection on behaviour (Shapira-Lishchinsky, 2011), and have also been used to reflect on learning experiences in teacher education research (Pierson, Goulding, & Campbell-Meier, 2020). As a method of qualitative inquiry, it supports the analysis of human behaviour through repeated observation, during which a researcher gathers details about an episode of interest to facilitate reflection on what it is that makes this particular episode remarkable (Adams & Rodriguez, 2020;Flanagan, 1954;Tripp, 2011).…”

Section: Methodsmentioning

confidence: 99%

The ‘Birth of Doubt‘ and ‘The Existence of Other Possibilities’: Exploring How the ACAD Toolkit Supports Design for Learning

Carvalho

Quintero

2023

J. New Approaches Educ. Res.

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The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit with the aim of understanding how this analytical tool supports design for learning. A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.

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Section: Methodsmentioning

confidence: 99%

The ‘Birth of Doubt‘ and ‘The Existence of Other Possibilities’: Exploring How the ACAD Toolkit Supports Design for Learning

Carvalho

Quintero

2023

J. New Approaches Educ. Res.

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Voces en La Identidad Docente De Educadoras De Párvulos Experimentadas

Figueroa-Céspedes,

Zamora

2023

Cad. Pesqui.

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Resumen La presente busca identificar y comprender las voces con las que se posicionan cuatro educadoras de párvulos chilenas experimentadas al abordar incidentes críticos en su experiencia profesional. Se aplicaron entrevistas semiestructuradas de orientación narrativa, entrevistas focalizadas y biogramas, sobre las que se realizó un análisis temático utilizando herramientas de la teoría del self dialógico. Los incidentes críticos recopilados se ubican temporalmente en la primera etapa de su trayectoria profesional y muestran rupturas en la función de cuidado, provocando emociones de frustración, culpa e ira. En los relatos se identifican tensiones identitarias entre las voces detectadas, dando cuenta de la transición entre una educadora en formación a una educadora profesional.

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Voices in the Teacher Identity of Experienced Early Childhood Educators

Figueroa-Céspedes,

Zamora

2023

Cad. Pesqui.

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The present study seeks to identify and understand the voices of four experienced Chilean early childhood educators who are in dealing with critical incidents in their professional experience. Semi-structured interviews of narrative orientation, focused interviews and biograms were applied, on which a thematic analysis was conducted using tools of the dialogical self-theory. The critical incidents collected are temporally located in the first stage of their professional trajectory and show ruptures in the caregiving function, provoking emotions of frustration, guilt and anger. Identity tensions between the detected voices are identified in the stories, showing the transition from an educator in training to a professional educator.

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Using critical incidents to investigate teacher preparation: A narrative inquiry

Cited by 3 publications

References 33 publications

The ‘Birth of Doubt‘ and ‘The Existence of Other Possibilities’: Exploring How the ACAD Toolkit Supports Design for Learning

The ‘Birth of Doubt‘ and ‘The Existence of Other Possibilities’: Exploring How the ACAD Toolkit Supports Design for Learning

Voces en La Identidad Docente De Educadoras De Párvulos Experimentadas

Voices in the Teacher Identity of Experienced Early Childhood Educators

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