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

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Oct 6th, 2:00 PM Oct 6th, 4:00 PM

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.