Reflectivity and Responsiveness: Using the Critical Incident Questionnaire as a Valuation Strategy in Teacher Education
Location
Walsh B
Proposal Track
Research Project
Session Format
Presentation
Abstract
The value of and need for teacher education programs has been called into question in recent years. Richards (2004) submits that the primary concern is whether or not programs are adequately preparing candidates to become competent educators equipped to herald students into the future. Are programs designed to combine a conveyance of content knowledge with learning plans designed for adult-learners that mirror the real-life work of the ever-evolving teaching profession? Do preparation programs create environments that are responsive to the divergent skills and needs of the 21st century educator? How do professors and program evaluators know if teacher candidates are achieving the competencies, abilities, and skills to effectively and efficiently practice as educators (Rosenberg, Sindela, and Hardman, 2004)? Reflection, is a constructive strategy that can be used to develop authentic practical knowledge for both teacher candidates and the professors tasked with their development. Brookfield’s Critical Incident Questionnaire (CIQ) will be explored, in this ongoing research project, as a tool that teacher candidates can use to reflect upon the value of the knowledge received in their teacher education program and professors can use to discover if their conveyed content supports the development of practical competencies and content application.
Keywords
Reflection, Teacher Preparation, Critical Incident Questionnaire
Recommended Citation
Scott-Simmons, Wynnetta and Bryson, Anaya, "Reflectivity and Responsiveness: Using the Critical Incident Questionnaire as a Valuation Strategy in Teacher Education" (2017). Georgia Educational Research Association Conference. 55.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/55
Reflectivity and Responsiveness: Using the Critical Incident Questionnaire as a Valuation Strategy in Teacher Education
Walsh B
The value of and need for teacher education programs has been called into question in recent years. Richards (2004) submits that the primary concern is whether or not programs are adequately preparing candidates to become competent educators equipped to herald students into the future. Are programs designed to combine a conveyance of content knowledge with learning plans designed for adult-learners that mirror the real-life work of the ever-evolving teaching profession? Do preparation programs create environments that are responsive to the divergent skills and needs of the 21st century educator? How do professors and program evaluators know if teacher candidates are achieving the competencies, abilities, and skills to effectively and efficiently practice as educators (Rosenberg, Sindela, and Hardman, 2004)? Reflection, is a constructive strategy that can be used to develop authentic practical knowledge for both teacher candidates and the professors tasked with their development. Brookfield’s Critical Incident Questionnaire (CIQ) will be explored, in this ongoing research project, as a tool that teacher candidates can use to reflect upon the value of the knowledge received in their teacher education program and professors can use to discover if their conveyed content supports the development of practical competencies and content application.