Critical Incident Analysis: a strategy for developing reflective practice

Abstract

This paper describes the meaning given to critical incident analysis by a teacher educator intent on building reflective practice in pre‐service teachers. Working from a belief that reflection will not necessarily enable teachers to see through the political, social and cultural ideologies embedded in their actions, it examines pre‐service teachers' responses to a critical incident analysis task. Questions of incident foci, the need to re‐conceptualise what counts as knowledge and the skills required to support reflection in a community of inquiry are linked.