NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ919285
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0260-7476
Exploring the Use of Critical Incident Analysis and the Professional Learning Conversation in an Initial Teacher Education Programme
Harrison, Jennifer K.; Lee, Ruth
Journal of Education for Teaching: International Research and Pedagogy, v37 n2 p199-217 2011
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. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)