Critical incidents in teacher education

Critical incidents: a valuable teacher strategy

Critical incidents or unexpected situations are handled and solved according to teachers’ strategies and previous experience. Therefore, the analysis and reflection of critical incidents are useful tools which may provide insights and possible solutions to difficult situations that arise in everyday classroom contexts. Moreover, research by Fernández González, Elórtegui Escartín and Medina Perez (2003), supports that not only should teachers know about the subject but they also should be able to observe and reflect on classroom problematic situations.

According to González et al. (2003), teachers should assume two different roles: as educators and learners. They should learn through their own experiences and reflect on them as means of professional growth. As stated by Monereo (1999, as cited in González et al., 2003, p.103) “…se tendrá que ofrecer a los profesores instrumentos de interpretación y análisis de la situación en la que se desarrolla su actividad…enriqueciendo y ampliando su formación en la interacción con la realidad cotidiana de la práctica profesional”. What are those strategies which may help teachers analyze and reflect on those situations? To what extent are they significant resources?

The analysis of critical incidents makes teachers return to those crucial situations that they have to face in classroom contexts; I consider that it is of high importance to learn to deal with this relevant pedagogical tool. As regards my own experience, I frequently have to face and solve those difficult moments at the schools I work, where contexts vary culturally and economically. Applying the critical incident technique would be of considerable significance to learn how to cope with critical incidents; and eventually avoid unreflective decisions due to pressure or inexperience.


References

Fernandez González, J., Elórtegui Escartín, N., & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de Formación de Profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2010, from
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417