Unit 2 Assignment 1

Critical incidents: Analyzing practices in the classroom

The analysis of critical incidents in the education field has been defined by Kennedy and Wyrick (1990 as cited in Pintos & Crimi, 2010, p.7) as a “method of reflective practice”. Critical incident technique is meant to give strategic guidance to analyze different sorts of problems that may arise in the classroom.

In accordance with Flanagan (1954), some steps in Critical Incident Technique (CIT) were distinguished in order to determine, plan, collect, analyze, and interpret quantitative and qualitative data in classrooms. Flanagan (Ibid.) outlines that it is essential the determination of aims so as to guide the study, secondly, he states effective planning to identify the procedures which will be used to collect important facts. A third step is concerned with collection of data to, then, be analyzed. The study finishes when information is interpreted and reported.

The importance of writing about critical incidents in the education field lies on the benefit that students and teachers can depict from sharing experiences, looking for solutions to problems and drawing possible courses of action along the teaching and learning process.

References

Fernández, González, J., Elortegui Escartin, 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 September 2010, from

http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107

Pintos, V., & Crimi, Y (2010) Unit 2: Personal Narratives in Teaching. Buenos Aires. Universidad Caece. Retrieved September 2010, from

http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7214