Journal Entries in Teaching

Critical incidents, a useful tool for our professional growth

In our daily lives, any unpleasant or difficult situation is a tool for our personal learning and growth. However, the moment we encounter these situations, we cannot avoid wondering, why does it have to happen to me? What did I do wrong so as to be involved in this situation? Or why did I do this or that? At that moment, all these questions seem to be unanswerable, and yet, we should try to see the positive side of that particular incident. Indeed, we should remember that we can learn from that experience so that if we happen to be in a similar situation we would know what to do, or at least, what not to do. When it comes to teaching and learning can we also learn from an unusual event?

In classroom teaching, these unpleasant or unusual events which help us reflect and grow in our teaching professions are called Critical Incidents. And then, why are critical incidents so useful for our professional development? Fernandez et al., (2001) stated that they are crucial in our professional development since they give us opportunities not only to reflect upon those experiences but also to consider how we could react in similar, future situations (as cited in Fernandez, Elortegui, & Medina, 2003). After analyzing the main problem, the context in which it occurred, the possible causes and feasible and effective solutions, students in teacher training careers are provided with critical thinking tools which will allow them take decisions thoughtfully in their classroom teaching. Therefore, it is essential to include these methods in teacher training courses, so that future teachers can acquire the tools for sensible decision making and thus enrich their academic formation (Monereo, 1999; as cited in Fernandez et al., 2003).

So basically, as it happens with the problems we encounter in our daily lives, the difficulties we face in the classroom are a rich source for our learning and personal growth. Thus, reflecting not only on our experiences but also on our colleagues’ experiences can provide us with new insights into the causes and plausible solutions for future classroom difficulties.

References

Fernández, J., Elortegui, N., & Medina, M. (2001). Los incidentes críticos como estrategia de formación de profesores de Ciencias. Universidad de la Laguna. Retrieved October 2011.

Fernández J., Elortegui, N., & Medina, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Interuniversitaria de Formacion del Profesorado, 17(1), 101-112. Zaragoza, España: Universidad de Zaragoza. Retrieved October 2011, from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107

Monereo, C., Castelo, M., Clariana, M., Palma, M., & Pérez M. L. (1999). Estrategias de enseñanza y aprendizaje. Barcelona: Grao. Retrieved October 2011.