PGCE - Critical Incident Analysis Assignment - IOE

This paper outlines a research approach that has provided many social science researchers with valuable insights into human behaviors that contribute to improved practice. The paper is suitable for the BELMAS conference in that the research design discussed is directly aimed at learning from research and practice.

Studies in Applied Linguistics, 2023

Critical incidents (CIs) refer to memorable situations from an individual's life that contribute to the formation of their future decisions, behaviors, and actions. During WW and even a er, CIs were used in varied professional settings, including the army, navy or air force, to analyze job performance and measure pro ciency. Later, their use expanded to other areas such as dental medicine or counselling psychology to manage human behavior or to professional settings, such as business, to improve recruitment and leadership. More recently, CIs were adopted to facilitate intercultural dialogue and for teaching and training purposes. is text examines their wider use in higher education and beyond as tools to accelerate personal growth, professional development and lifelong learning. Launched in , this study is a part of a longitudinal project conducted at a private university with master's degree students of Business English. CIs in the form of written narratives are collected in this project to record varied memorable moments from the students' interaction in English locally or abroad. Six sample CIs structured as a report, re ection and reevaluation of each experience from the lens of the participant were selected from the data corpus for this text in order to describe the Critical Incident Cycle (CIC) and propose a didactic model for a multidisciplinary use. e data show the CIC model is a potent means for not only enhancing language and communication skills, but also developing a complex set of other intrapersonal and so skills applicable in the world of the current social reality. Relevant recommendations for practical implications for the use of CIs in education, human resource management or social sciences are made.

2006

In this paper, I report the results of a four-year study into how my students learn to become mathematics teachers during the combined 15-week methods and field placement course I teach. At the start of most weekly methods class meetings, groups of three or four students reported their critical incidents to each other, and then chose one incident to report to the whole class. Each student then submitted a written report of ten critical incidents for grading. At the end of each semester, I administered a questionnaire about the usefulness of each of the elements of the course. Using these two main data sources, along with my own personal reflections on the course, this paper answers the question “What are the critical incidents preservice teachers encounter during their field experience, and what do they learn about teaching for understanding through reflecting on those critical incidents?” My analysis of the students ’ incident reports found that the issues raised focused on four ma...

Teaching Theology and Religion, 2005

This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for -if not celebrate -the surprises that happen not only to the students, but to the teachers as well. The discussion of critical incidents helps to promote reflection on teaching practice and prompt insights into the intricate dynamics shaping the increasingly diverse learning community. Each individual essay is accompanied by reflection questions that can be used to spark conversation among colleagues and/or prompt further personal reflection on teaching and learning.

Assignment 1 (Fall, 2016) Maidah Khalid Bc150403099 1. Discuss different types of reflective practice. Explain how the process of reflective practice helps in developing critical thinking in individuals. Answer: Reflective practice is a process associated with professional learning, which includes effective reflection and the development of metacognition, and leads to decisions for action, learning, achievement of goals and changes to immediate and future practice. There are two types of reflective practice: 1. Dialogic Reflection. 2. Critical Reflection. Dialogic Refection: • The dialogical reflection guides the student teacher to reflect on the aims and means to devise a course of action for a particular situation and teaching group. It challenges and critiques the course of action to invite the student teacher to formulate sound justifications for decisions and judgements made and respond to any perceived developmental needs and facilitates the construction of an improved course of action as considered necessary. In this way, the dialogical reflection simultaneously affirms and encourages the interrogation of the student teacher's own voice • The role of the dialogical reflection assumes great significance in enabling student teachers, through reflective conversations with a critical friend, to build a vocabulary of shared understandings which can be used to help them express what they mean and want to convey about situations within the teaching-learning context. • Thus, action research for improving practice, thinking and creating more meaningful work environments seeks to take the value laden, socially constructed nature of practice as its starting point. When student teachers identify action for improvement this can usefully be viewed as both a dialogical and reflective process. The commitment to learn and improve practice is characteristic principles of action research, as is the concern to

e-Pedagogium, 2024

Current societal trends foreshadowing Industry 4.0 will no doubt influence the world of education and language teaching. Adequate approaches to balance the changing means of communication and the world of work must be sought to meet the educational needs of students and prepare them to succeed in their jobs and lives. While language teaching methodologies and approaches develop over time, the know-how collected in nearly two centuries needs to be integrated into language teaching and learning practice to fit modern educational standards. Critical incidents, i. e., vivid life events, meet the requirements for context-integrated, student-centered, self-motivational teaching aimed at learner autonomy and lifelong learning. This article is based on a joint research conducted under an international Erasmus+ project entitled 'Critical Incidents in Intercultural Communication and Promoting Diversity' that runs in partnership with five higher education institutions (HEIs) from Germany, Austria, Italy, and Finland under the coordination of the SKODA AUTO University (SAU) from Czechia. Two sample CIs happening to tertiary students during their social encounters in school and internship settings were chosen to elicit a wide range of possible interpretations from 34 respondents, at least 6 from each partner research team, allowing for a profound and differentiated picture of potential socio-cultural variation of answers, including implications for pedagogy. Data collected from the interviews with 10 Czech students, five male and five female, were subjected to a more detailed scrutiny for this study, to identify country specific educational outcomes and implications for language learning.

Electronic Journal of Research in Educational Psychology, , 2014

Introduction. A critical incident is an event that occurs in a delimitated place and time pro-ducing in the professional an emotional state -usually negative- and destabilizing his/her professional identity. Critical incidents have been used to study teachers’ professional development and identity. This study aim is to better understand the effect of critical incidents in higher education. Method. 11 university teachers and 88 of their students participated in this study. During one semester they filled out three different surveys weekly. During six weeks each teacher and her students reported the occurrence of critical incidents in the classroom using the first survey. After the six weeks, the survey answers were exchanged: the teachers could read the students’ and vice versa. In the second survey the participants reported their reactions after reading the first survey answers. In the third survey students and teachers reported their reactions to the second survey exchange and, additionally, the teachers reflected on their pedagogical strategies. Results. Teachers and students reported different events as critical incidents. Teachers reported challenges to their authority or lack of students’ motivation. Students reported as critical incidents problem during collaborative activities, lack of understanding about tasks’ goals and arguments among peers. Additionally teachers reported to have gained new insights about their pedagogical strategies and proposed changes in their teaching style and classroom activities. Conclusions. The students’ and teachers’ divergent interpretation of events as critical inci-dents points out the importance of the role of the “educational agent”. This is, teachers are usually in a more salient role as they are directing the classroom and, therefore, have different goals than the students. For this reason they experience critical incidents from different events challenging their role as teachers. The methodology of shared reports is appropriate to provoke reflection and changes on the teachers’ pedagogical strategies.

Proceedings of The 3rd International Conference on Innovative Research in Education, 2021

According to Woods (1993) critical events seem to awaken pupils' and teachers' creativity, mostly by drawing attention to incidents of everyday school life, otherwise remaining unnoticed. This study resulted from the analysis of part of the data of a larger research conducted in the context of a doctoral dissertation. Thirteen educators with different rolesnine preschool teachers, two critical friends, a PhD researcher and an academicianwere involved in an action research program. As part of the research process, the teachers participating were invited to systematically identify, record and comment on "flash-points" arising from their everyday classroom experience with their students. Critical events recorded, should focus on either diversity issues or the impact of the research hypothesis approach. The research data were analysed mainly with qualitative methods since we were interested in understanding the meaning that teachers themselves attributed both to the critical events they selected to submit and to the way they believed that this practice affected their professional development. Quantitative method was also supportively used in order to receive measurable results for specific data. The analysis yielded interesting conclusions that highlight the use of critical events as a powerful and dynamic tool which seems to broaden teachers' overall understandings of their students and their educational context. Moreover, systematically spotting and commenting on critical events in everyday educational process seem to have contributed to improving teachers' reflective thinking, educational practices, thus, supporting their professional development.