Personal Narratives

Reflexive analysis of classroom events in teacher training programs

Regarding that a critical incident is a method of reflective practice (Kennedy & Wyrick, 1990, cited in Pintos & Crimi, 2010) which allows us to describe an event by gathering data of the place, time, the people involved as well as the action taken with the purpose of solving a problem (Merzirow, 1990, cited in Pintos & Crimi, 2010), it is possible to state that this kind of methodology is considered a useful tool for enhancing knowledge and expertise in the future professionals. Besides, critical incidents bring opportunities that provide reflexive analysis of the varied institutional contexts. The purpose of introducing processes of reflection and analysis about classroom events could be thought as a positive means for developing teachers’ skills when facing problematic situations that demand these professionals to take more assertive actions.

At present, teachers have to go through difficult situations which were not common in the past. Most of them do not possess the ability and experience that are necessary to cope with these problematic issues, and as a result, they feel discouraged, disillusioned, oppressed or surpassed by uncontrollable events which could have had another end. Fernández Gonzalez, Elórtegui Escartín and Medina Pérez (2003) claim that critical incidents, as a pre-service and in-service teacher education strategy, would provide reflexive analysis of classroom events as a powerful method that integrates theory and practice. As a consequence, the need to form professionals goes beyond the idea of specific subject knowledge, since being able of observing, reflecting, and taking assertive actions is thought as an urgent demand by our society where serious problems are arisen without finding positive solutions at all.

On condition that a critical incident may help teachers reflect upon their current practices, Rahilly and Saroyan (1997) emphasize that the Critical Incident Technique (CIT) which was designed by Flanagan in 1954, allows these professionals to collect “qualitative and quantitative data about classroom teaching and teaching thinking” (as cited in Pintos & Crimi, 2010). Besides, Flanagan (1954) suggests five steps in CIT which go from determining general aim of study, planning and identifying how facts will be collected, collecting data, analyzing data, up to interpreting and reporting requirement of the activity being studied (Pintos & Crimi, 2010). According to Fernández and Fernández (1994, cited in Fernández et al.) a critical incident technique is presented to teachers in a written form in order to be analyzed so as to reach a conclusion. Those situations, which allow teachers to come near reality in a safety mood, help them to gain insight for possible actions in their future jobs.  

Being a teacher means to provide knowledge and develop students’ skills, but also to observe, reflect and analyze upon our practice and classroom events which contribute to enrich our lives as professionals. For that reason, critical incidents are thought to be a practical instrument to be used for the purpose of sorting out embarrassing situations. Consequently, it would be necessary to deal with and apply this methodology to future teachers, so as to become part of the curricular contents in their teacher training programs (Fernández et al.). What is more, being able to recognize and act effectively over those complex episodes would foster professionalism as well as personal growth during the early stages of instruction.

References

Fernandez, Gonzalez, J., Elortegui Escartin, N., & Medina Perez, 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. Retrived November 2010, from

http:// http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107

Pintos, V., & Crimi, Y. (2010) Unit 2: Personal narratives in teaching. Universidad CAECE, Buenos Aires, Argentina. Retrieved November 2010, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7214