Author: Hamlin K.D.

Source: Reflective Practice, Volume 5, Number 2, June 2004 , pp. 167-179(13)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

Critical incident analysis shows promise as a strategy for supporting a social justice orientation to reflection on teaching during early field experiences. This paper examines formal field reports written by students in pre-education courses at a small, private, liberal arts university. These reports illustrate how students, through the analysis of critical incidents, were able to move beyond merely describing what they observed to a deeper level investigation of the social implications of educational practices.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/14623940410001690956

Affiliations: 1: Willamette University Oregon USA

Publication date: 2004-06-01

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