Journal
entry: A continuum development
The article by González, Escartín and Pérez (2003) deals with the issue
of using Critical Incident Technique (CIT) as a tool for teachers’ development
and as a strategy to integrate theory
and practice in the educational field.
Hence, empirical data could be valuable not only for graduated teachers
but also for trainees since “Critical incidents are described as a pre-service
and in-service teacher education strategy” (González, Escartín & Pérez, 2003).
González, Escartín and Pérez (2003) state that Critical Incident
Technique represents a useful tool for
both novel and experienced teachers since it allows us to share experiences and
reflect upon them. As regards novel
teachers, we could assume that they lack the integration of theory and
practice; for this reason, they need to know about what really happens in our
classrooms during the teaching practices.
Considering experienced teachers, we could affirm that their
professional development is based on reflection since “la reflexión es el eje
que relaciona, confronta, diferencia e interioriza ideas nuevas con las
anteriores” (Marcelo, 1996; Day, 1994).
As a consequence, CIT can serve as the basis to make permanent
adjustments which foster the enrichment of all participants in the
teaching-learning process.
There are many questions about CIT to be answered: Why should we use
it? And, what should we implement it
for? It can be inferred that this
technique promotes a continuum learning process based on intensive analysis of
daily classroom situations. According to
Angelides (2006), CIT should be implemented to make teachers gain insights in
the educational field positioning them as insider researchers of their own
practice.
The previous quotation reminded me about my experience as a teacher
trainee and I regret not having CIT as a method to gain empirical knowledge a
priori. As a conclusion, teachers should
conceive learning as an endless process which requires collaboration from all
members because we are “part of a community of theory builders that talk with
each other in order to pursuit of a better theory” (Brown, 2000, p.290). As a result, CIT represents a vehicle for
spreading anecdotes which can be a valuable source to solve future incidents in
the field of education.
References
Angelides, P. (2006). Supporting
the continued professional development of teachers through the use of
vignettes. Teacher Education Quarterly. Fall, 2006. Retrieved October 2011, from
Brown, H. (4th ed., 2000). Principles
of Language Learning and Teaching. Englewood Cliffs, NJ:
Prentice Hall.
Day, C.W. (1994). La
reflexión: Una condición necesaria pero no suficiente para el desarrollo
profesional. Revista Interuniversitaria
de Investigación Educativa. (pp. 67-79).
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
October 2011, from
Marcelo, C. (1996). El
desarrollo de la reflexión en los profesores principiantes. Bordón. (pp. 5-25).
Dear Karina,
ResponderEliminarGreat job! Welcome to the world of blogs!Keep on working hard!
Warmly,
Yanina