The development of an efficient technique for collecting and analyzing qualitative data: The analysis of critical incidents

Angelides, Panayiotis

doi:10.1080/09518390110029058

Cited by 163 publications

(90 citation statements)

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“…A framework for analysis by Edvardsson and Roos (2001) was considered which focused on the three main areas of cause, course and result of the critical incident. However a decision was taken to use the approach advocated by Angelides (2001) who argued that an analysis of critical incidents can be used by researchers interested in collecting qualitative data quickly as a method for doing a case study. Further, the fact that this approach can be used in a participatory way to contribute to understandings about the affective writing process for the purpose of improvement was why it was chosen.…”

Section: Findings and Discussionmentioning

confidence: 99%

Supporting Lecturers in the Disciplines in the Affective Academic Writing Process

Donnelly¹

2014

JOAW

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This article reports on a case study evaluating lecturers' experiences of their own affective writing process using a reflective critical incident analysis. While the cognitive-affective focus of academic writing has been explored previously from a collaborative perspective (Benton et al. 1984), this current study takes the individual writer as the unit of analysis. There are several reasons why lecturers need to write. Foremost among these should be when they write, they are providing a positive model for students, and are helping demystify the act of writing. Scholarly writing can be a struggle, and by doing so ourselves, we learn empathy for our students. In reality, many lecturers are facing the need for increasing their publications output. In terms of writing for publication, Murray (2013) has advised that busy academics must develop productive writing practices, and this may mean changing writing behaviours.Affective conditions such as a sense of class community, self-efficacy and writing apprehension are known factors affecting writing behaviour and performance. A blended accredited professional development module entitled 'Writing and Disseminating Research' is discussed as a way to afford lecturers opportunities to develop writing skills that may also promote positive affective conditions. Data suggests that this pedagogic intervention resulted in greater confidence in terms of participants' critical writing skills and provided a suitable environment for affective conditions to flourish. Four themes emerged from the analysis of the critical incidents on writing apprehension: self-efficacy, the role of external sources on affective writing, peer feedback and class community. Future research would explore the sustainability of the process extending into lecturers' own practice with their students.

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Section: Findings and Discussionmentioning

confidence: 99%

Supporting Lecturers in the Disciplines in the Affective Academic Writing Process

Donnelly¹

2014

JOAW

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“…Je to výsledek subjektivního hodnocení, tj. záleží na významu, smyslu, který jim daný učitel připisuje, na jeho žebříčku hodnot (Angelides, 2001;Shapira-Lishchinsky, 2011). Nás však primárně zajímají případy, kdy se učitel ocitá pod sociálními tlaky ze strany vedení školy, kolegů v učitelském sboru, orgánů spolupracujících se školou.…”

Section: Pojem Kritická Událostunclassified

Morální distres učitelů – skrytý problém

Mareš

2017

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ÚVODV učitelské profesi a zejména v kaž-dodenní činnosti učitelů můžeme rozlišit řadu dimenzí: vzdělávací, výchovnou, organizační, manažerskou, technickou, ale také etickou. Posledně uvedená bývá sice u nás občas zmiňována, ale teoreticky i výzkumně nestojí v centru zájmu našich badatelů. Je to škoda, protože je stejně dů-ležitá jako ty ostatní a v reálné praxi staví učitele před nelehká rozhodnutí, na která je tradiční pregraduální studium − na rozdíl třeba od lékařů (např. Branch, 2005),

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“…Schon (as cited in Angelides, 2001) states that "when an incident that surprises the researcher occurs, it becomes the stimulus for reflection, and this reflection leads to the decision about the incident's criticality" (p. 431). The stimulus arose from the identification of specific situations in which the participants experienced a change that influenced their decisions to enroll in the ba in tesol program and to become English teachers.…”

Section: Critical Incidentsmentioning

confidence: 99%

Critical Incidents of Transnational Student-Teachers in Central Mexico

Serna-Gutiérrez

Mora-Pablo

2018

Profile: Issues Teach. Prof. Dev.

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This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a ba in tesol program who are also English teachers in central Mexico. Through a narrative analysis, critical incidents in the lives of transnational student/teachers were identified. The findings of this research showed how the participants could explore their identity formation process through the critical incidents.Key words: Critical incidents, in-service teachers, identity, narratives, transnational.Este estudio marca, por lo tanto, una exploración de las decisiones que tomaron los participantes y que cambiaron o influyeron en su decisión de continuar con una carrera en enseñanza del inglés (o de lenguas). El objetivo principal de este estudio fue resaltar los incidentes críticos por los que han pasado profesores de inglés transnacionales, en el pasado, presente y durante su práctica docente actual. A través de un análisis narrativo, se identificaron varios incidentes críticos en la vida de los maestros-estudiantes transnacionales. Los resultados de esta investigación mostraron cómo a partir de incidentes críticos, los participantes pudieron explorar su formación de identidad personal y profesional.

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The development of an efficient technique for collecting and analyzing qualitative data: The analysis of critical incidents

Cited by 163 publications

References 0 publications

Supporting Lecturers in the Disciplines in the Affective Academic Writing Process

Supporting Lecturers in the Disciplines in the Affective Academic Writing Process

Morální distres učitelů – skrytý problém

Critical Incidents of Transnational Student-Teachers in Central Mexico

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