Using Critical Incidents to Reflect on Teacher Educator Practice

Abstract

The purpose of this chapter is twofold – first, to examine the ways in which critical incident identification and analysis can reveal more about the sophisticated complexity of teaching and, second, to provide an exemplar of reflective practice inquiry in teacher education based primarily on experience and reflection (Dewey J, How we think: a restatement of the relation of reflective thinking to the educative process. Henry Regenry Co., Chicago, 1933). In this chapter we examine the influence of using critical incident identification and analysis to reflect in and on our practice as teacher educators. Critical incidents were defined as incidents in our practice as teacher educators that caused us to pause and reflect on our work and were collated during an intense period of institutional change. Using self-study methodology, we collated and analysed 32 critical incidents and identified key themes including: the tensions evident in institutional and personal expectations, contrived versus organic collaboration and valuing the teacher as a researcher. In this chapter, we highlight the way the combination of a reflective inquiry lens, a research methodology (self-study of practice) and custom-designed strategies and tools highlights the practicalities and powerful influence of reflective practice.