Critical incident, a tool for professional growth

Fernandez Gonzalez, Elórtegui Escartín and Medina Pérez (2003) state that learning processes at teacher training college have changed. It is important to note that teachers should not only be good at the subject they teach but also they should be able to observe the classroom. What is more, they should reflect about their beliefs and therefore look for strategies to face classroom problems.
“The teaching - learning process at teacher training college is a collaborative fact involving two or more people” (Fernandez Gonzalez et al, 2003, p.102). When studying, the teachers “should be provided with a preparation to face the problems in the classroom when an unexpected situation happens” as, “difficult situations will require different solutions” (Fernandez Gonzalez et al, 2003, p.104 ). In these situations, we should apply what is called CIR (critical incident report).
A critical incident is a piece of writing in which a teacher describes classroom experiences. This method is used to reflect upon a specific situation which took place in the classroom and can be used for analysis. Colleges should provide teachers with the tools to interpret and analyze situations. They should also allow teachers to take decision by a given situation. These determinations will enrich their growing as professional in the interaction with reality and practice. (Fernandez Gonzalez et al, 2003).
Fernandez Gonzalez et al. (2003) also add that critical incidents should be included in the curriculum so they become part of the teachers´ meaningful learning. Their structure should include information such as the context where the situation takes place, the description of the problem, the possible causes that explain what happened and the solutions to the problem.
In conclusion, critical incidents are an important tool when studying or while in service, as they offer the teacher moments to reflect upon their work and to discuss possible answers to different situations that they might face during their career.







References
Fernandez Gonzalez, 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 http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107