scholarly journals CRITICAL INCIDENTS AS A MEANS OF DEVELOPING AND ASSESSING EFL MAJORS’ INTERCULTURAL SENSITIVITY AND COMPETENCE

2021 ◽  
pp. 131
Author(s):  
Radmila Bodrič
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Cultural Values ◽  
Critical Incident ◽  
Critical Incidents ◽  
Intercultural Sensitivity ◽  
Pedagogical Tools ◽  
Practical Support ◽  
The Many ◽  
Novi Sad

Knowing and understanding the cultural values of one’s native and target cultures enable individuals to establish and maintain successful intercultural communication. The aim of the paper is to identify the EFL university students’ opinions and attitudes towards potentially controversial intercultural situations. For this purpose, a qualitative critical incident technique was used to explore whether (and to what extent) pre-service EFL student teachers possess intercultural sensitivity and competence to resolve controversial intercultural situations presented through so-called critical incidents. The survey was carried out among third and fourth-year students of English at the Faculty of Philosophy, University of Novi Sad. The research findings indicate that the respondents demonstrated a fair degree of intercultural perspective, intercultural sensitivity and competence. The findings offer practical support in favour of critical incidents as one of the many useful pedagogical tools for the development and assessment of intercultural sensitivity and competence of L2 learners. The pedagogical implications of this research point towards the necessity of introducing intercultural elements not only into L2 instruction but into general education as well.

Cosmopolitanism in a World of Teachers

2017 ◽  
pp. 232-248
Author(s):  
John K. Lee ◽  
Ivonne Chirino-Klevans
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
International Student ◽  
Critical Incidents ◽  
School Context ◽  
Intercultural Competency ◽  
Intercultural Competencies ◽  
Chinese School ◽  
International Student Teaching

Cosmopolitanism, an emerging educational context in the last decade, has come to mean many things. Three constructs—cosmopolitanism as experience; cosmopolitanism as multiculturalism; and cosmopolitanism as intercultural competency—provide ways to conceptualize American student teachers in a Chinese school context. In this chapter, a collection of critical incidents is presented to illuminate these constructs in the ways they support and extend the researchers' efforts to use technology to support an international student teaching program in China. Critical incidents describe an event or experience, something planned, if successful or not, or events that are coincidental in nature. Each critical incident is situational and serves as a snapshot to enable discussion and consideration of related issues leading to action. The critical incidents in this chapter show the ways that teachers used technology to deepen their intercultural competencies through the lens of cosmopolitanism while taking into account similarities and differences in the partners' approaches to effective education.

Uncovering cultural assumptions: Using a critical incident technique during an international student-teaching field experience

2017 ◽  
Vol 20 (2) ◽  
pp. 146-162 ◽  
Author(s):  
Samara Madrid Akpovo
Keyword(s):  
Young Children ◽  
Student Teachers ◽  
Student Teaching ◽  
Critical Incident ◽  
Critical Incidents ◽  
Field Experience ◽  
Critical Incident Technique ◽  
Cultural Assumptions ◽  
The Us ◽  
International Field Experience

This research examined the critical incidents of 10 United States (US) early childhood student teachers during a three-week university-sponsored international field experience conducted in three urban preschools in Kathmandu, Nepal. The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically on successful and unsuccessful intercultural interactions in an effort to identify cultural assumptions about teaching young children. The approach was used not only to make assumptions visible, but also to make conceptual and behavioral changes based on what was learned from the critical reflection. The student teachers wrote weekly critical incidents, which were then discussed during weekly individual interviews. Three group discussions, a research journal, and field notes were used to triangulate the findings. A qualitative thematic analysis revealed five types of written critical incidents: descriptive, hypothetical, resistive, reflective, and integrative. Illustrative critical incidents are presented to compare and contrast how the international field experience allowed for productive reflection of cultural assumptions for some student teachers while leading to resistance to cultural assumptions for other student teachers. The findings suggest that outcomes vary based on the student teachers’ ability not only to identify their cultural assumptions, but also to challenge their cultural assumptions with actions grounded in ethnorelative reflection when teaching diverse groups of young children in the US and abroad.

Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland

2019 ◽  
Vol 26 (1) ◽  
pp. 159-178
Author(s):  
Maura Coulter ◽  
Fintina Kealey ◽  
Sarah Louise Langan ◽  
John McGarvey ◽  
Serena Padden
Keyword(s):  
Physical Education ◽  
Student Teachers ◽  
Critical Incident ◽  
Critical Incidents ◽  
Group Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Reflection On Action ◽  
Lesson Observation

Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ guided the PSTs’ observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunities for reflection-on-action. Examination of the data showed that PSTs extended their understanding of professional practice in: (a) questioning and demonstrating; (b) inclusion; (c) organisation and management; and (d) feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers.

Critical Incident Analysis in An Accident and Emergency Department

2003 ◽  
Vol 13 (6) ◽  
pp. 243-248
Author(s):  
Joanna Connor
Keyword(s):  
Emergency Department ◽  
Critical Incident ◽  
Critical Incidents ◽  
Healthcare Services ◽  
High Quality ◽  
Quality Healthcare ◽  
Normal Field ◽  
Accident And Emergency ◽  
Accident And Emergency Department ◽  
Incident Analysis

The analysis of critical incidents is crucial to the provision of safe, high quality healthcare services to patients. It is essential to analyse the incident and make decisions about how future similar incidents should be dealt with. This article is a reflection on a critical incident involving a theatre practitioner working outside her normal field of responsibility which was used to change practice.

scholarly journals Operational dilemmas in safety-critical industries: The tension between organizational reputational concerns and the effective communication of risk

2019 ◽  
pp. 1-18
Author(s):  
Ambisisi Ambituuni ◽  
Chibuzo Ejiogu ◽  
Amanze Ejiogu ◽  
Maktoba Omar
Keyword(s):  
Theoretical Model ◽  
Information Disclosure ◽  
Critical Incident ◽  
Critical Incidents ◽  
Press Releases ◽  
Image Repair ◽  
Safety Critical ◽  
Image Repair Theory ◽  
The Face ◽  
Information Manipulation

AbstractOrganizations involved in safety-critical operations often deal with operational tensions, especially when involved in safety-critical incidents that is likely to violate safety. In this paper, we set out to understand how the disclosures of safety-critical incidents take place in the face of reputational tension. Based on the case of the Nigerian National Petroleum Corporation (NNPC), we draw on image repair theory and information manipulation theory and adopt discourse analysis as a method of analyzing safety-critical incident press releases and reports from the NNPC. We found NNPC deploying image repair as part of incident disclosures to deflect attention, evade blame and avoid issuing apologies. This is supported by the violation of the conversational maxims. The paper provides a theoretical model for discursively assessing the practices of incident information disclosure by an organization in the face of reputational tension, and further assesses the risk communication implications of such practices.

Classroom Critical Incidents

2011 ◽  
pp. 275-281
Author(s):  
John M. Carroll ◽  
Dennis C. Neale ◽  
Philip L. Isenhour
Keyword(s):  
Critical Incident ◽  
Critical Incidents ◽  
Evaluation Method ◽  
User Interaction ◽  
Common Source ◽  
Incident Report ◽  
Web Forum ◽  
Web Forums ◽  
Human Participants

Evaluating the quality and effectiveness of user interaction in networked collaborative systems is difficult. There is more than one user, and often the users are not physically proximal. The “session” to be evaluated cannot be comprehensively observed or monitored at any single display, keyboard, or processor. It is typical that none of the human participants has an overall view of the interaction (a common source of problems for such interactions). The users are not easily accessible either to evaluators or to one another. In this article we describe an evaluation method that recruits the already-pervasive medium of Web forums to support collection and discussion of user critical incidents. We describe a Web forum tool created to support this discussion, the Collaborative Critical Incident Tool (CCIT). The notion of “critical incident” is adapted from Flanagan (1956), who debriefed test pilots in order to gather and analyze episodes in which something went surprisingly good or bad. Flanagan’s method has become a mainstay of human factors evaluation (Meister, 1985). In our method, users can post a critical incident report to the forum at any time. Subsequently, other users, as well as evaluators and system developers, can post threaded replies. This improves the critical incident method by permitting follow-up questions and other conversational elaboration and refinement of original reports.

Sign in / Sign up

Export Citation Format

Share Document