Journal Entry

Critical Incidents: a tool for reflexive teachers

     Being able to reflect on their own practice has become a relevant tool for teachers.   Yet some questions arise, such as can they really benefit from critical incidents (CI)?   Does sharing with peers let them improve their own practice? To what extend do CI allow change in private practice?

     CI are being used at the Teacher Training for Secondary School Natural Science Teachers in  Zaragoza  as part of the learning process for the future educators.   This implementation is explained by Gonzales (2003)

     Conseguir un perfil de profesor que pueda sumir responsabilidades, hace necesario pensar en una formación continua del profesor, en una doble vertiente: como aprendiz, seleccionando, elaborando y organizando la información que ha de aprender, y como enseñante, planificando su acción docente, de manera que ofrezca a sus futuros alumnos, una guía de cómo utilizar los procedimientos de aprendizaje acorde con lo que ha asumido como aprendiz. 

     What is being pursued by this practice is to give teachers tools to have at hand when inserting in the educational system.    They are thought to help face difficult situations and it is significant that this is aimed at through reflection, together with bringing some real world into the classroom.

     CI are just one of the types or personal narratives which can promote professional development.   Therefore, the earlier future educators are trained in this technique, the more benefits they will have in their way to become professionals.

References

Fernández González J., Elortegui Escartin 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, año/vol. 17, número 001 Universidad de Zaragoza. Zaragoza, España.   Retrived October 2011 from http://graduateseminar1.wikispaces.com/file/view/Griffin,+Using+Critical+Incidents.pdf

Kennedy, R. L. & Wyrick, A.M., (1995). Teaching as reflective practice. Tennesse: The University of

Tennessee