Critical incident analysis: reflections of a teacher educator
Mohammed, R. 2016. Critical incident analysis: reflections of a teacher educator. Research in Teacher Education. 6 (1), pp. 25-29.
As a teacher educator I consider myself an advocate for research-informed education, and strongly believe that it starts with one’s own critical self-reflection and analysis of one’s own teaching practice. Critical incident analysis is a pedagogical theory developed by Tripp (1993), whose analytical approaches allow reflection on teaching situations – ‘the critical incident’ – so that teachers can develop their professional judgments and practices. This article examines the concept of critical incident analysis through a teaching situation, with the aim of improving the teaching practice of students on teacher education programmes. I conclude that although critical incident analysis is a useful tool in navigating teaching practices, often challenges need to be addressed at much broader levels than the teaching context itself.
|Journal||Research in Teacher Education|
|Research in Teacher Education|
|Journal citation||6 (1), pp. 25-29|
|Publisher||University of East London, Cass School of Education and Communities|
|Digital Object Identifier (DOI)||doi:10.15123/PUB.5093|
|Web address (URL)||https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education|
|Publication process dates|
|Deposited||05 Jul 2016|
|Copyright information||© 2016 The author|
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