Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination: a self-study of practice

ABSTRACT

This article examines what it means for a teacher educator to enact a pedagogy of reflective practice in an initial teacher education classroom using self-study methodology. The focus of the article is the examination of a critical interaction that occurred in a third-year Bachelor of Education mathematics education tutorial (N = 15). The critical incident prompted further reflection through collecting and analysing data that included pre-service teacher (PST) oral feedback during the tutorial; structured written feedback that was based on peer presentations during tutorials; and mid-semester and post-semester ‘freewrites’. Teacher educator journal reflections provided further data for analysis. Thematic analysis together with teacher educator critical incident analysis, revealed key understandings for both the PSTs and the teacher educator. These learning outcomes included the importance of identifying PST perceptions and practices associated with participating in peer assessment; the incongruities between oral and written feedback; the crucial need for PST scaffolding when providing feedback; the impact of the learning environment; and the role of the teacher educator in explicitly facilitating discussions associated with critical incidents, conversations and interactions. Using self-study methodology to examine teaching surfaced unspoken and assumed beliefs, and through examination, led to authentic, negotiated learning and improved outcomes for PSTs and teacher educators.

KEYWORDS:

• Reflective practice
• critical incidents
• critical interactions
• teacher education
• self-study methodology

Acknowledgments

Thank you to the pre-service teachers who shared their experiences in such open and trusting ways. The identification and examination of critical interactions, incidents and events has allowed us to further develop what is means to reflect on our practice to improve pedagogy and enact informed changes in teaching practice.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Robyn Brandenburg

Robyn Brandenburg is an Associate Professor in the School of Education, Federation University Australia. She is an experienced teacher educator and her research focuses on pedagogy, teacher education, reflective practice and mathematics education. She is the immediate Past President of the Australian Teacher Education Association.