Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme

Abstract

This study focuses on critical incident analysis in initial teacher education and the part played by the professional learning conversation. A reflection framework was used to identify changes in levels of reflective practice. Conversational skills of the supervising teacher in recognising the ‘person’ in the student teacher, and their management of the student's emotions, appear central to unlocking and increasing critical reflective practice. Dialogues that focused only on training standards, using evidence from practice to ‘sign off’ particular standards, were concerned more with the routines of teaching and less with increased and considered analysis of practice and change.

Keywords:

• critical incident analysis
• professional learning conversation
• critical reflective practice
• reflective practitioner

Acknowledgements

The authors are grateful for a substantive project grant from the University of Leicester Teaching Enhancement Forum over 12 months which allowed them to conduct this study of practice. They also wish to acknowledge the careful work of Mr Andy White, research assistant, during the interviews with participants.