Advertisement

Teacher Presence and Classroom Awareness: On the Nature of Critical Incidents in Foreign Language Instruction

  • Danuta Gabryś-BarkerEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

In the development of teacher training programmes reflecting modern ideas in education, which stress autonomy and reflectivity, the concepts of teacher presence and classroom awareness have become basic to our understanding of what teaching and teacher’s role are, in the classroom but also beyond it. Having first defined the concepts of teacher presence and classroom awareness, this paper goes on to look at the phenomenon of the critical incident (CI) in the FL classroom. It aims to define it, discuss its essential structure and components, and comment on ways of identifying and analysing it. It will also offer a practical tool for implementing the study of CIs for the individual teacher, that is, a CI portfolio. The description of the phenomenon of a CI will be illustrated with examples from literature on critical incidents and from my own ongoing study of critical incidents in pre-service EFL teacher training.

Keywords

Teacher Student Teacher Training Critical Incident Experienced Teacher Novice Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Bartell, C. A. 2005. Cultivating high-quality teaching through induction and mentoring. Thousand Oaks, CA: Corwin Press.Google Scholar
  2. Brookfield, S. D. 1990. The skillful teacher. On technique, trust and responsiveness in the Classroom. San Francisco – New York – London: Jossey-Bass Publishers.Google Scholar
  3. Davis, E. A. 2006. Characterizing productive reflection among pre-service elementary teachers: Seeing what matters. Teaching and Teacher Education 22: 281301.Google Scholar
  4. Farrell, T. S. 2007. Reflective language teaching: From research to practice. London: Continuum.Google Scholar
  5. Flanagan, O. 1991. The science of the mind. Cambridge, MA: MIT Press.Google Scholar
  6. Gabryś-Barker, D. 2009. Critical incidents in foreign language instruction: Pre-service teachers’ perceptions of success and failure. In Success and failure, eds. A. Barker, D. Callahan and A. Ferreira, 303–316. Aveiro: Universidade de Aveiro.Google Scholar
  7. Gabryś-Barker, D. (forthcoming) Reflectivity in pre-service teacher education. A survey of theory and practice. Katowice: University of Silesia Press.Google Scholar
  8. Lindseth, O. H. and G. Smyth. 2003. Towards professionalism: From undergraduate to professional – an investigation of students’ perceptions of professional development. In Problems of teacher education in rolling changes of educational system all over the world, eds. A. Putkiewicz and A. Wilkomirska, 233–251. Warszawa: Wydawnictwo Uniwersytetu Warszawskiego.Google Scholar
  9. Lange, J. and S. G. Burrough-Lange. 1994. Professional uncertainty and professional growth: A case study of experienced teachers. Teaching and Teacher Education 10: 617–631.CrossRefGoogle Scholar
  10. Pietrowska, K. 2009. Critical incidents in teacher development. Unpublished MA thesis, University of Silesia, Sosnowiec.Google Scholar
  11. Skinner, E. A. and M. J. Belmont. 1993. Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology 85: 571–581.CrossRefGoogle Scholar
  12. Tagart, G. L. and A. P. Wilson. 1998. Promoting reflective thinking in teachers: 44 action strategies, Thousand Oaks, CA: Corwin Press.Google Scholar
  13. Tripp, D. 1993. Critical incidents in teaching. Developing professional judgement. London: Routledge.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  1. 1.University of SilesiaKatowicePoland

Personalised recommendations