Many teachers and educators consider that a person who masters the concepts of a field is able to teach it, while others emphasize the importance of reflecting and analyzing the situation deeply. Reflection on teaching practice is then understood as a formatting strategy which “outlines procedures for collecting observed incidents having special significance and meeting systematically defined criteria” (Flanagan, 1954, para.2).
According to Fernández González, Elórtegui Escartín and Medina Pérez (2003), Critical Incidents provide the tools for teaching practices analysis. Through this medium, an efficient analysis strategy is developed not only for students but also for teachers evaluating the situation. Thus, being observed when you are still an apprentice may become a very fruitful experience.
A wide variety of alternatives to overcome everyday life controversial classroom situations are provided by the perspective of the observer and the person delivering the class. In this perspective, the numbers and ways of tackling and solving the problems will vary according to the teaching context, the students and the problem in itself.
Lots of memories come to my mind about my teaching practices at college. My teacher of Teaching Practices commented on the classes I delivered. She always highlighted the things I did well and suggested me to re-think certain aspects which, on her view, have not produced a positive outcome. Even though I felt a bit frustrated with some of her comments, I must I affirm I have grown from her careful observation and judgment.
All in all, Critical Incidents do deserve to be taken into consideration for bettering teaching practices. Through this technique, the problem in itself is careful analyzed considering the context and the main causes. On the findings of this research, an ample diversity of possible solutions is reflectively discussed. Certainly, I have used and proved usefulness of this technique some time ago when I was still a student.
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 December 2007, from
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107
Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51-4. Retrieved October 20, from
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