Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning

Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning

Given the challenges of teaching today—an activity marked by information overload, technological changes and heterogeneity in the classroom—we find teachers who experience day by day, in the management of their classes, a number of critical incidents (CI) which cause them uncertainty and emotion...

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Autores principales: Bilbao Villegas, Gilda, Monereo Font, Carles
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2011
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/276
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spelling redie-article-2762017-04-19T01:04:54Z Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning Identificación de incidentes críticos en maestros en ejercicio: propuestas para la formación permanente Bilbao Villegas, Gilda Monereo Font, Carles Critical Incidents teaching professional identity teacher training reflective practice. Incidentes Críticos identidad profesional docente formación del profesorado práctica reflexiva. Given the challenges of teaching today—an activity marked by information overload, technological changes and heterogeneity in the classroom—we find teachers who experience day by day, in the management of their classes, a number of critical incidents (CI) which cause them uncertainty and emotional destabilization. In the present study we have attempted to make a deep and careful study of the types of CI and the impact they have, as well as the strategies used by teachers to address them. At first the information was obtained through a focus group; the data obtained were compared with the results of the questionnaire administered to a sample. The study notes that the reported CI are primarily related to class management and students’ attitude toward learning. Also highlighted is the teachers’ lack of psychopedagogical and emotional resources for dealing with the CI. Dados los desafíos de la docencia en la actualidad, actividad marcada por la saturación informativa, los cambios tecnológicos y la heterogeneidad en las aulas, nos encontramos con maestros que experimentan cotidianamente, en la gestión de su clase, una serie de Incidentes Críticos (IC) que les generan incertidumbre y los desestabilizan emocionalmente. El presente estudio trata de profundizar en el tipo de IC y el impacto que éstos tienen, así como las estrategias utilizadas por los maestros para enfrentarlos. En un primer momento la información se obtuvo a través de un focus group y los datos obtenidos se compararon con los resultados del cuestionario aplicado a una muestra. El estudio señala que los IC reportados se relacionan principalmente con la gestión de la clase y la actitud de los estudiantes hacia el aprendizaje; asimismo, evidencia la falta de recursos psicopedagógicos y emocionales con que cuentan los profesores para hacer frente a los IC. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2011-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/276 Revista Electrónica de Investigación Educativa; Vol. 13 No. 1 (2011) Revista Electrónica de Investigación Educativa; Vol. 13 Núm. 1 (2011) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/276/717 https://redie.uabc.mx/index.php/redie/article/view/276/440 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Bilbao Villegas, Gilda
Monereo Font, Carles
spellingShingle Bilbao Villegas, Gilda
Monereo Font, Carles
Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning
author_facet Bilbao Villegas, Gilda
Monereo Font, Carles
author_sort Bilbao Villegas, Gilda
title Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning
title_short Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning
title_full Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning
title_fullStr Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning
title_full_unstemmed Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning
title_sort identification of critical incidents in practicing teachers: proposals for lifelong learning
description Given the challenges of teaching today—an activity marked by information overload, technological changes and heterogeneity in the classroom—we find teachers who experience day by day, in the management of their classes, a number of critical incidents (CI) which cause them uncertainty and emotional destabilization. In the present study we have attempted to make a deep and careful study of the types of CI and the impact they have, as well as the strategies used by teachers to address them. At first the information was obtained through a focus group; the data obtained were compared with the results of the questionnaire administered to a sample. The study notes that the reported CI are primarily related to class management and students’ attitude toward learning. Also highlighted is the teachers’ lack of psychopedagogical and emotional resources for dealing with the CI.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2011
url https://redie.uabc.mx/index.php/redie/article/view/276
_version_ 1715723527442661376

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