Focused journal: Growing professionally

As professionals, not only do teachers have the obligation to be fluent and proficient speakers of the target language but also they need to constantly seek their progress in the field. Reflection used as a tool in teaching may lead to professional growth. Teachers have the opportunity of analyzing their own practices through the use of many techniques. The Critical Incident Technique (CIT)  is one of techniques that can be used as a vehicle to promote reflective learning.

According to Rahilly and Saroyan (1997), “CIT shows people meaningful experiences (…) and allows collecting qualitative and quantitative data about classroom teaching” (as cited in Pintos and Crimi, 2010, p. 9).  But, what is a critical incident? CIT is a method designed by Flanagan (1954) which relies on a set of procedures to collect data, analyze it, and classify observations of human behaviour.  Gonzalez, Elórtegui and Medina Perez (2003) suggested that “CIT is described as a pre-service and in- service teacher education strategy. The idea [behind this technique] is to integrate theory and practice” (p. 101).

In order to trigger change, it is important to be opened to receive critique and feedback from partners or from more experienced professionals. Everybody has something to learn and there are many aspects of our practice that need improvement.  Gonzalez, Elórtegui and Medina Perez (2003) pointed out that educational innovations have introduced deep changes in the teaching- learning processes. What is more, these changes are reached through collaboration and formative feedback among professionals.

In conclusion, It could be stated that CIT is a very useful tool to promote reflection on our teaching practices.  Teachers should include classroom observation in order to understand the different critical events that take place in the classroom and to analyze how to deal with those events so as to be able to grow professionally.   

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 October 2010, from http://redayc.uaemex.mx/redalyc/scr/inicio/ArtPdfRed.jsp?iCve=27417107

Pintos,V., & Crimi, Y. (2010). Unit 2: Personal narratives in teaching. Universidad CAECE: Buenos Aires, Argentina. Retrieved October 2010.