Disrupting Charted Systems: Identifying and Deconstructing Critical Incidents in Teaching
Abstract
Professional stories that live within multiple retellings throughout one's career can, when the teller analyzes them, be useful in unearthing influential pedagogical assumptions. The author retells a classroom story, examines unacknowledged fears rooted within the story's elements, and uses a five-point framework for analyzing related assumptions within such critical incidents: presence of claims, presence of challenges to claims, opportunities for revisiting claims, discovery of roots of practices within the assumptions/claims, and realization of subsequent pedagogical and professional choices for action. Furthermore, the author links the identification and analysis of critical incidents to the pursuit of critically reflective teaching.
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