Using Critical Incidents to Investigate Teacher Preparation: A Narrative Inquiry

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Autor/inn/en	Adams, Megan; Rodriguez, Sanjuana
Titel	Using Critical Incidents to Investigate Teacher Preparation: A Narrative Inquiry
Quelle	In: Teachers and Teaching: Theory and Practice, 26 (2020) 5-6, S.460-474 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2020.1863209
Schlagwörter	Teaching Methods; Critical Incidents Method; Empathy; Power Structure; Race; Teacher Education Programs; Decision Making; Teacher Educators; Teacher Student Relationship; Preservice Teachers; Summer Programs; Literacy Education; Elementary School Students; Tutors; Conflict; Professionalism; Personal Narratives; Culturally Relevant Education; Undergraduate Students; African American Students; Multiracial Persons + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; Rasse; Abstammung; Decision-making; Entscheidungsfindung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sommerkurs; Förderlehrer; Lehrender; Tutor; Konflikt; Professionalität; Erlebniserzählung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mischling
Abstract	Fostering the development of the required knowledge, skills, and dispositions needed for teachers to be successful in the classroom is a complex task. Teacher candidates must develop the skills needed to make 'professional decisions that lead to favorable student outcomes' (Warren, 2018, p. 169). There are many moments within a school day when teachers must make decisions quickly about instructional methods, behaviour interventions, and student supports. It is of the utmost importance that in assessing a 'teacher disposition', the empathy of the teacher candidate at minimum is investigated (Warren, 2018). Empathy allows teachers to place themselves in the positions of their students in order to navigate their own positionality and privilege, whether in terms of power, race, economics, or some combination of all of those. If there is no quantitative measure to determine if a candidate is able to work with children without causing harm, how can teacher preparation programmes ensure that those who enter the workforce are ready to teach? One suggestion has been the development of supplemental field experiences where faculty can work more closely with teacher candidates as they develop the skills to make professional decisions (Hopkins et al., 2018). These field experiences have the potential to better prepare teacher candidates through practice based experiences; Pre-Service Techers (PSTs) are able to work with K-12 students and practice what they are learning in their courses while being mentored closely by faculty (Maxwell et al., 2018). These experiences might be in university clinical settings, in schools, or some other configuration (Braden et al., 2019; Jinhee & Koeun, 2020). The data shared in this article is related to several critical incidents that occurred during summer of 2019 during a summer literacy programme where tutors worked with elementary age students in a university literacy centre. Each incident adds to learning by PSTs on professional behaviour. The paper is thematically organised across four critical incidents. The first two involved conflict between three tutors, broadly. In one, a student was involved as the tutors engaged in personal conflict. In the second, the tutors alone were involved, however, the escalation of the situation occurred quite quickly. In the third narrative, the authors re-story a critical incident that involved the researchers and one of the teacher candidates across multiple moments in the programme. In the final narrative, model behaviour by two tutors was exhibited when handling mandated reporting. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01