Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers

By M. Griffin. 2003

268 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cdf5f53da489ba4dfc713875a80808998cacdf9f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Using Video Editing to Cultivate Novice Teachers’ Practice (2009, methodology): “…2002), b) structured microteachings followed by reflective teaching journals (Sparks-Langer, Simmons, Pasch, Colton & Starko, 1990), c) the use of critical incidents (Griffin, 2003), d) multimedia cases (Hewitt, Pedretti, Bencze, Vaillancourt & Yoon, 2003), and e) video (Wang & Hartley, 2003).”
From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching (2009, background): “Further to this, and important in learning to teach, critical incidents may also promote an increased awareness of the variables that impact teaching and learning (Griffin 2003).”
Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies (2008, methodology): “In contrast to previous research for example by Tripp (1993), Francis (1997) and Griffin (2003), in which incidents are just written down, our procedure calls for a videotape, an interview, and reflective discussion all used to promote reflection.”
An Examination of Reflective Thinking, Learning Approaches, and Self‐Efficacy Beliefs at the University of the South Pacific: A path analysis approach (2007, methodology): “Qualitative methods, as used in previous research (Chak, 2006; Griffin, 2003; Kraft, 2002), are needed to explore the stages of reflective thinking in authentic sociocultural contexts.”
Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey (2013, background): “Critical Incidents and Learning to Teach According to Griffin (2003), the capacity to think reflectively and critically is key to prospective teachers’ implementation of the knowledge and skills learned in their teacher education programs.”
Teacher reflection on action: what is said (in research) and what is done (in teaching) (2009, background): “Griffin (2003) showed that 45% of the teachers use pedagogic language when referring to concepts and contents of reflection, whereas Braun and Cumpler (2004) arrived at 58% of teachers that use reflective terms. (2) Critical reasoning. In the studies reviewed, being critical is one of the most appre”
Development of a tool to assess teachers’ level of reflective practice (2008, background): “Other areas of interest include creating a learning community based on respectful dialogue and authentic communication, classroom management, and conflict resolution.”
Facilitating Management Learning (2007, background): “510 Management Learning 38(5) Another empirical study reports on 135 critical incidents among pre-service teachers, fi nding that the use of such incidents increases their refl ective capabilities (Griffen, 2003).”
Teachers’ critical incidents: Ethical dilemmas in teaching practice (2011, background): “Learning from errors is a key component of improving expertise (Griffin, 2003).”