Examining Teachers' Critical Incidents PDF Download

Author: Candace Jaruszewicz
Publisher:
ISBN:
Category : Critical incident technique
Languages : en
Pages : 500

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Author: David Tripp
Publisher: Routledge
ISBN: 113662385X
Category : Education
Languages : en
Pages : 301

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Book Description
What are theinstincts of a good teacher? Can they be taught? Good teachers use good techniques and routines, but techniques and routines alone do not produce good teaching. The real art of teaching lies in teachers' professional judgement because in teaching there is seldom one "right answer". This combination of experience, flexibility, informe

Author: Raymond J. Corsini
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 304

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Author: Thomas S. C. Farrell
Publisher: Bloomsbury Publishing
ISBN: 147425585X
Category : Language Arts & Disciplines
Languages : en
Pages : 173

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Book Description
Novice Teaching English as a Second or Other Language (TESOL) teachers are often surprised by the full range of issues their jobs involve, and learning how to successfully address these issues takes considerable skill and experience, built up throughout a teaching career. This book is about such critical incidents and how a problem-solving mindset can help. Complex issues covered in this book are often not adequately dealt with in teacher training. This book takes up "critical incidents" which fall into the gap between what the teacher has learned about in their course of study and the classroom realities they face. By directly reflecting on these particular incidents, teachers can be empowered to continue their own professional development. Each critical incident is based on actual experiences shared by novice TESOL practitioners and the book organizes these incidents in an easy-to-use, structured manner. Within connected themes, the text presents the incident from the teacher's point of view, provides the reader critical background questions, offers insight into how the teacher wrestled with the issue, and shares questions and engagement opportunities to further engage with the topics raised. TESOL educators frequently confront complex classroom issues due to the social, economic, political and cultural challenges that they and their students confront. This text offers an exciting and dynamic approach to assist with these on the way to becoming a stronger TESOL educator.

Author: Jack C. Richards
Publisher: Cambridge University Press
ISBN: 052184911X
Category : Education
Languages : en
Pages : 197

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Book Description
This much-needed text provides a coherent and strategic approach to teacher development Teacher Development for Language Teachers examines ten different approaches for facilitating professional development in language teaching: self-monitoring, support groups, journal writing, classroom observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research. The introductory chapter provides a conceptual framework. All chapters contain practical examples and reflection questions to help readers apply the approach in their own teaching context.

Author: Anna M. Quinzio-Zafran
Publisher:
ISBN: 9781339455914
Category : Critical incident technique
Languages : en
Pages : 216

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Book Description
This dissertation examined the reflective practices of elementary teacher candidates. Specifically, this study examined how elementary education teacher candidates used reflection on self-identified critical incidents to close the theory-practice gap. Additionally, I studied how teacher candidates seek help when faced with dilemmas of practice. The participants for the study were elementary education teacher candidates enrolled in a clinical experience during the seventh semester of the elementary education program from one of the largest teacher education programs in the state in which I live. This study used a qualitative approach using the critical incident technique combined with case study. Data were collected from a Common Core aligned lesson, a self-identified critical incident in a digitally recorded lesson, a Critical Incident/Help Seeking Form, and a small group interview. I argue that reflection on critical incidents has the potential to assist teacher candidates connect theory and practice, especially if they are open-minded about implementing theories and strategies they have learned in their teacher education coursework. It offers implications for teacher education programs and teacher candidates.

Author: Karen E. Johnson
Publisher: Routledge
ISBN: 1317280024
Category : Foreign Language Study
Languages : en
Pages : 182

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Book Description
Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider’s look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise. First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analyses of the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.

Author: Kathleen Snyder
Publisher:
ISBN:
Category :
Languages : en
Pages : 138

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Book Description
Coaching is a powerful tool for improving special education teachers' use of evidence-based practices. Recent technological advances have great potential to influence the manner in which coaching is implemented. Virtual coaching is an innovative cycle of coaching that utilizes video-conferencing and bug-in-ear technology in internet-mediated environments to support teachers in their classrooms and with immediate feedback about their instructional practices. This type of coaching differs from traditional coaching practice, which typically relies on an observation and post-observation conference model of interaction between coaches and teachers. In the last decade, studies have investigated the potential of virtual coaching with bug-in-ear technology to impact specific teaching practices, with positive results. Little is known, however, about the nature of coaching and feedback in this virtual medium when the interactions between coaches and teachers are not predetermined or prescribed. Further, the studies investigating feedback via virtual bug-in-ear technology have not examined that practice in a larger cycle of coaching that includes post-lesson reflection. This study uses critical incident analysis to investigate the nature of interactions between teachers and coaches in a virtual context of coaching, which includes real-time responses to classroom events and instructional decision-making and collaborative reflection sessions. In addition, this study seeks to identify additional critical events that occur during the coaching sessions that may not be identified as critical incidents by the coaches or teachers. Data sources for this study include video of classroom coaching sessions, audio of collaborative reflections between teachers and coaches, written artifacts (i.e., emails, written reflections), and semi-structured interviews with participants. Analysis of the data revealed that the incidents identified during coaching sessions differed somewhat from those identified during collaborative reflection sessions. Coaching incidents involved instructional supports, communication, and praise. Incidents in collaborative reflections included instructional supports, communication, literacy, instructional content, and classroom logistics. Differences also existed in the manner in which different coach and teacher dyads addressed classroom incidents. These differences included identification during coaching sessions versus collaborative reflection and the depth of guidance provided to teachers about how to alter their instruction to address the critical incidents. Certain categories of critical incidents better suited to discussion in reflection sessions due to the depth of discussion needed to address any related instructional changes (e.g., technology). Other events could have been addressed during immediate feedback, but were either overlooked completely or addressed reflectively when an immediate impact on the classroom was no longer a possibility. The analysis indicated that both the immediate feedback through virtual bug-in-ear technology and the collaborative reflection after the lesson had an important role in the coaching process. Other important factors included the coaches' experience and expertise related to the classroom setting and needs and the coaches' comfort with and willingness to use the virtual bug-in-ear technology during coaching sessions.

Author: Jan Fook
Publisher: Routledge
ISBN: 1317578996
Category : Medical
Languages : en
Pages : 211

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Book Description
Critical reflection helps professionals to learn directly from their practice experience, so that they can improve their own work in an ongoing and flexible way – something essential in today’s complex and changing organisations. It allows change to be managed in a way which enables individuals to preserve a sense of what is fundamentally important to them as professionals. It is particularly important as it can also help make sense of some fundamental issues, and so also has implications for how we live our lives. However, more systematic research on critical reflection is needed to help us understand what works best for professionals in different settings. This timely work explores how critical reflection is researched, evaluated and used as a research method itself, with the aim of improving how it is taught and practised in a rigorous and transferable way. Developing a more comprehensive and multi-disciplinary view of the current state of critical reflection and the research directions which need to be taken, the book is divided into four parts. It: - Provides an overview of different perspectives on critical reflection and stimulates dialogue between them - Establishes some common platforms from which to develop further research directions - Identifies the major issues in evaluating critical reflection teaching, and main methods for doing so - Contributes to social science methodological innovations by exploring how methods based on critical reflection can be used for researching professional practice - Contains contributions from academics who are internationally known and highly experienced in different aspects of critical reflection. Researching Critical Reflection is an important reference for all students, practitioners, and researchers – including in the areas of education, management, health and social work – who engage with critical reflection to develop their practice.

Author: Leonard Webster
Publisher: Routledge
ISBN: 1134182031
Category : Education
Languages : en
Pages : 252

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Book Description
This book provides a much needed up-to-date introduction to the topic of narrative inquiry – which has seen a growing interest in recent years. Narrative inquiry provides researchers with a framework through which they can investigate the ways humans experience the world depicted through their stories. The book looks at how this method can effectively be applied as a means of research in a range of contexts, including flexible, open and distance or workplace learning. It demonstrates the value and utility of employing narrative as a research tool in a range of teaching and learning settings and includes chapters on background, methodology and case studies to illustrate the application of narrative inquiry as a research method.