Critical incident analysis: reflections of a teacher educator
Article
Mohammed, R. 2016. Critical incident analysis: reflections of a teacher educator. Research in Teacher Education. 6 (1), pp. 25-29. https://doi.org/10.15123/PUB.5093
Authors | Mohammed, R. |
---|---|
Abstract | 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 |
ISSN | 2046-1240 |
2047-3818 | |
Year | 2016 |
Publisher | University of East London, Cass School of Education and Communities |
Publisher's version | License CC BY |
Digital Object Identifier (DOI) | https://doi.org/10.15123/PUB.5093 |
Web address (URL) | https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education |
Publication dates | |
May 2016 | |
Publication process dates | |
Deposited | 05 Jul 2016 |
Copyright information | © 2016 The author |
https://repository.uel.ac.uk/item/8512y
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