Publicação
Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning
| Resumo: | Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly. .Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers’ individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled ‘Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)’ two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education. |
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| Autores principais: | Mena, Juanjo |
| Outros Autores: | Flores, Maria Assunção; Fernandes, Eva Lopes; Estrada-Molina, Odiel |
| Assunto: | Critical incidents Practicum Student teachers’ reflection Initial teacher education |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso embargado |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly. .Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers’ individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled ‘Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)’ two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education. |
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