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This study aimed to develop an empirical taxonomy of the specific multicultural training components perceived as helpful by counseling students in their development of multicultural competence. Participants included 19 counseling trainees from a master's level clinical mental health counseling program at a university located in Midwestern America. All participating trainees responded to an anonymous critical incident (CI) course survey at mid-semester and semester-end. A total of 170 CIs were identified, and an empirical taxonomy of the CIs was generated using Latent Semantic Analysis and Hierarchical Cluster Analysis. The taxonomy system consisted of 3 superordinate Level-1 clusters (Class Format, Cognitive Aspect, and Experiential Process), which were further broken down into 6 intermediate-level CI clusters and 28 basic-level CI clusters. These findings helped us better understand counseling students' learning experiences and what has been helpful for developing multicultural competence in a multicultural counseling class. Chi-Square analyses found no significant differences of occurrence for each general theme of CIs across mid-semester or semester-end, which indicated that Class Format, Cognitive Aspect, and Experiential Process appeared to be equally helpful for students in developing their multicultural competence throughout the semester. [ABSTRACT FROM AUTHOR]

Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated a group of Turkish EFL teachers' reflections on their pedagogical practices through the use of critical incidents. It also outlined how this reflection process contributed to the professional competence of the participants. Over the course of six weeks, all participants were asked to write reflections based on questions within a critical incident framework. Individual interviews followed this process. The findings showed that the participants mostly identified the 'self-assessment' category. Examination of frequency and category data showed that writing reflections on critical incidents increased in-service teachers' awareness of development and research orientation. Participants were more engaged in professional development and became more aware of their ability to learn from personal experiences. Additionally, the teachers stated that they used the knowledge of these experiences to change their classroom practices. [ABSTRACT FROM AUTHOR]

Critical incidents (CI) trigger acute stress reactions and psychological trauma because of direct or vicarious exposure. These events include natural disasters, wars, terrorist attacks and pandemics, and usually result in deaths and serious physical injuries. Their life-threatening nature makes them reasonable candidates to induce mortality salience (MS). The current review aims to consolidate Terror Management Theory (TMT) research using CIs as MS. A systematic literature review was conducted. Overall, 74 articles with 113 studies were included. Through this review, strong support for MS effects of CI has been found. Consistent with TMT, CIs tend to trigger worldview defence, self-esteem enhancement and relationship seeking. CIs have also been found to impact negatively on individual well-being and organisational health. Recommendations specific to crisis interventions and well-being will be discussed. The review concludes with potential future research directions to strengthen and expand empirical knowledge in CI salience. [ABSTRACT FROM AUTHOR]

Critical research on data visualisations in education has so far mostly focused on the representation of numeric data in dashboards or graphs. Consequently, the question of how schools are made visible and (re)enacted through visual structures on data-mediated interfaces more broadly – what we call Graphic Data Visualisations (GDV) – has remained under-researched. Addressing that research gap, this study specifically scrutinises the role of GDV as non-human actors within the design process of a Moodle-based learning management system (LMS) in four schools. Following a critical co-design approach, the potential of GDV to reflect on how the visual design shapes educational practices, and to adapt it according to pedagogical and organisational needs is explored. Focusing on ‘critical incidents’ in the design process, we found that local practices substantially influenced the data-based, visual enactment of a school through specific GDV. At the same time, the use of certain GDV enhanced a general critical engagement with datafication among school actors. [ABSTRACT FROM AUTHOR]

Despite the increasing number of studies examining the conflicts between the media and populist leaders, understanding how such clashes prompt shifts in journalism norms and practices remains to be thoroughly explored. Based on a literature review and the discussion of an extensive array of examples characterizing the Brazilian media setting, this article provides a qualitative assessment of how Jair Bolsonaro's rhetoric and actions have triggered a "critical incident" in our mainstream journalism. We consider four dimensions currently experiencing transformations: the media's (1) institutional responses and campaigns, (2) production of the news, (3) production of editorials, and (4) how media professionals have reacted to populist attacks. There is evidence that journalism has increasingly become a central topic in news texts. We have also cataloged changes in news production routines (e.g., the editors' hesitancy to send reporters to cover some political events), the use of editorials to reinforce metajournalistic discourses, and shifts in how professionals make sense of their work. Our findings contribute to the broader literature by investigating how traditional borders and values of journalism are renegotiated during institutional crises. In addition, our analytical framework can be applied to other media settings experiencing similar tensions and help underpin the construction of empirical variables to understand meaningful changes in the field. Lastly, this study considers the possible effects that change in norms, routines, and practices can have on the democratic roles of journalism. [ABSTRACT FROM AUTHOR]

An ample body of journalism studies research examines moments of disruption when a particular critical incident sparks widespread reflection about news and journalism. But we should not neglect how moments of orchestrated non-disruption perpetuate journalistic ideologies while stifling potential alternatives or deeper calls for change. This was the case when on April 19, 2022, the New York Times announced that managing editor Joseph Kahn would be taking over as executive editor from the retiring Dean Baquet. As an amiable and expected event, the Times promoted both a discourse of continuity surrounding journalistic norms and practices with a discourse of change focused on digital innovation and global audience growth. These discourses were challenged by critics who used the opportunity to lambaste the Times for insufficient news coverage of antidemocratic forces and a resistance to foundational introspection. This incident reveals how the Times sought to maintain its cultural authority and status as an elite journalistic institution while shaping normative expectations about journalism. It underscores the importance of attending to the interpretive power that privileged news organizations possess to speak about journalism at a time when many voices are contesting what news ought to look like. [ABSTRACT FROM AUTHOR]

As American universities become increasingly diverse, students often encounter cross-cultural challenges. Chinese students represent a substantial international U.S. student community, with distinctive pragmatic norms and values. This study investigates Chinese international and American graduate students' intercultural pragmatic strategies towards a face-threatening critical incident: expressing disagreement to a professor. Our mixed-methods design revealed quantitative and qualitative differences in participants' strategies and judgments of alternatives, demonstrating distinctive underlying norms and values. Many American participants preferred to express different opinions in class, while Chinese students privileged more indirect options, though each group included participants with alternate preferences. Implications for cross-cultural communication and pedagogy are offered. [ABSTRACT FROM AUTHOR]

In this paper, we present research into how leaders in early childhood education and care (ECEC) in England conceptualise and respond to sudden and challenging circumstances at organisational and personal levels. A distinction is made in this paper between critical incidents, such as a fire in the kitchen, and crises whereby leaders need to respond to unexpected, long term and evolving events. Although the impact of Covid-19 pandemic was uppermost in participants' minds, crises emerging from other issues were also investigated. The data informing this study were collected during the first half of 2021, nearly a year after the start of the Covid-19 pandemic, with ECEC leaders experiencing drastic changes which extended existing perceptions of crises. The research employed qualitative methodology using interviews with 16 accountable leaders in 13 different settings, with a further interview of a local authority officer with responsibility for advising and guiding multiple settings. [ABSTRACT FROM AUTHOR]

Despite compelling arguments that prison work influences officer mental health, little attention has been devoted to directly and rigorously assessing this relationship. Even less attention has been attributed to the potential impact of critical incident exposure on mental health outcomes among officers. Drawing from a longitudinal sample of correctional officers from three prisons in Minnesota, the current study develops and then tests a resiliency‐fatigue model by examining the impact of the accumulation of work‐related critical incident exposures on symptoms related to posttraumatic stress disorder, depression, and anxiety. As critical incident exposures accumulate, mental health symptoms are found to become more pronounced. The analyses also reveal evidence that mental health symptoms only increase to problematic levels once the accumulation of critical incidents reaches or surpasses an inflection point. The results underscore the importance of understanding the diverse groups affected by prisons and have downstream implications for incarcerated persons, as well as for prison systems more broadly. [ABSTRACT FROM AUTHOR]

On 24 May 2022, a gunman entered an elementary school in Uvalde, Texas and fatally shot 19 victims. During the incident, local police were present at the site but did not enter the building to confront the gunman. It was subsequently reported that an Incident Commander mischaracterised the situation as a 'barricaded subject' rather than as an 'active shooter', and officers were ordered to stay out of the scene and to keep student families and bystanders from entering the building. Drawing on qualitative interviews with Incident Commanders, Critical Incident Commanders, Emergency Planners, and Tactical and Public Order Unit personnel, our research seeks to better understand the influence of various stressors on decision-making in high-risk, high-profile events. This paper presents an analysis of these interviews that considers four important questions: 1. Who becomes an IC? 2. What is the function of an IC during a major, critical, and public order incident? 3. What factors influence IC decision-making? and 4. What are the sources of stress involved in IC decision-making and work? [ABSTRACT FROM AUTHOR]

Abstract Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly..Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers' individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled 'Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)' two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education. [ABSTRACT FROM AUTHOR]

Critical incidents often have significant impacts on workers, sometimes causing disruptions to career pathways and a re-evaluation of past career decisions. This article seeks to explore the impact of the COVID-19 pandemic on nonprofit workers and their commitment to the sector using a critical incidents lens. In-depth interviews with nonprofit workers provided insights on the pandemic's impact on workers' personal and professional lives and how they made sense of these. Changes to work including flexibility and work-from-home options were often viewed positively, yet workers expressed a loss of connection with their colleagues, mental health and well-being challenges, as well as challenges to adapt to new ways of working. In making sense of these changes, commitment to the sector was mostly sustained; however, respondents also noted a shift in priorities and expressed a desire for better balance between their personal and professional lives. [ABSTRACT FROM AUTHOR]

While ample scholarly attention has focused on the effects of news deserts in local communities, very little academic literature has examined the goodbye discourse in the final statements of local newspapers. This article critically explores the collective identity communicated by news organizations during critical incidents such as COVID-19 that proliferated the existing journalism crisis. Guided by new institutionalism theory, this article examines closure statements from 67 local news outlets using critical discourse analysis (CDA). Findings reveal that news organizations use these statements to memorialize institutionalized journalistic myths by valorizing local news. The analysis also reveals the fundamental issues of mythicizing traditional journalism furthered through the creation and proliferation of community news myths. Although critical incidents provide an introspective platform for journalism, our findings suggest that the newspaper crisis will continue without addressing the ideological basis of the normative values and practices that have continuously been reinforced in the industry. [ABSTRACT FROM AUTHOR]

The article focuses on the 25-year anniversary of the Serious Hazards of Blood Transfusion (SHOT) system and provides an appraisal and commentary on its effectiveness in improving transfusion safety. It discusses key achievements of SHOT, such as the reduction of ABO-incompatible deaths and the identification of critical incidents like TRALI (Transfusion-Related Acute Lung Injury).

Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers' reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers' professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students' late arrival in the classroom, disobedience to teachers' instructions, the chaotic environment in the classroom, students' rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students' emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes. [ABSTRACT FROM AUTHOR]

The study focused on experienced school principals' identity positions when facing critical incidents that arise over the course of a school year with the aim of better understanding their identity positioning. Ultimately, we intended results to inform on training proposals and school principals’ professional identity development. We used a dialogic framework and a longitudinal design to analyze the positioning processes that allowed four experienced school principals to solve the incidents they faced during their regular activity. Results confirm the dynamic nature of identity and suggest that the positive resolution of critical incidents involved interventions from main positions (core positions, promotor positions, and meta-positions) coalitions with prominent secondary positions, and creation of new positions. Such results indicate to what extent dialogue helped principals deal consciously and strategically with the incidents that configure their professional practice and ultimately contribute to the construction of their identities.

This article draws on a qualitative interview-based study and the framework of the 'critical incident' to explore whether, how and for whom the first year of the COVID-19 pandemic saw an increased uptake of data-driven automation in Australian newsrooms and with what implications for the field. Our findings show that, while news workers combined and adapted existing technologies to meet increased demands for rolling, data-driven coverage of the pandemic, structural and institutional factors prevented the uptake and embedding of forms of data journalism and editorial automation that may have assisted with providing more timely and effective public health information. The findings highlight the importance of COVID-19 as both an acute event and an ongoing situation that has revealed and prompted reflection on the practical and political challenges of data flows between government agencies and news organisations. [ABSTRACT FROM AUTHOR]

Informed by the analytical framework of academic emotions (Pekrun, R., and L. Linnenbrink-Garcia. 2012. "Academic Emotions and Student Engagement." In The Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 259–282. New York: Springer) and a cognitive approach to feedback, this study reported on 16 doctoral students' emotions and emotion-regulation strategies in academic writing situations. A Critical Incident Technique and semi-structured interviews were used to collect data from the participants. The findings revealed that across the 65 occurrences of discrete emotions, negative emotions were the most reported emotional status, such as anxiety, confusion, and frustration. However, participants also experienced positive emotions such as satisfaction, inspiration, and gratitude. This study also identified four major categories of emotion-regulation strategies (i.e. task-related regulation, cognitive change, co-regulation, and attention deployment) with 13 specific strategies used by doctoral students in taming and soothing their emotions in feedback situations. The findings provide insights into the emotional dimension of feedback on academic writing and offer implications for both the supervisors and doctoral students concerning how to alleviate the negative emotions and enhance positive emotions by updating their mindset and practice in giving and processing feedback. [ABSTRACT FROM AUTHOR]

Copyright of Iberica is the property of Asociacion Europea de Lenguas para Fines Especificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Fluid teams have become increasingly prevalent and necessary for modern-day issues, yet they differ from more traditional teams, on which much of the current teams literature is based. For example, fluid teams are often comprised of members from different disciplines or organizational divisions who do not have a shared history or future, as they come together to perform a critical, time-sensitive task, and then disband. For these reasons, the mechanisms through which they function and perform may differ from those of more traditional teams, and research is needed to better understand these differences. Methods: To this end, this study utilized critical incident techniques and thematic analysis to examine fluid teams within healthcare, one of the primary contexts in which they are prevalent. Interdisciplinary faculty and students in the medical field who encounter fluid teams within simulation-based education were prompted to reflect on key factors that facilitate or hinder fluid team effectiveness. Results: Primary themes extracted pertained to the conditions fluid teams operate within (e.g., high-stress), the behaviors and emergent states that contribute to their success (e.g., communication), and the KSAO’s of value for members of fluid teams to possess (e.g., readiness). These themes were then compared to existing literature, yielding the identification of some similarities but also many important differences between fluid and traditional teams. Discussion: A series of practical recommendations for how to promote fluid team effectiveness is then presented. [ABSTRACT FROM AUTHOR]

Police officers are routinely exposed to a variety of critical incidents and as a result are a population vulnerable to various mental health issues. However, little is known about the impacts of exposure to citizens' trauma on officers' mental health and whether officers specializing in domestic violence prevention can better cope with the stress resulting from citizens' trauma. This study aims to address these research gaps by analyzing the data collected from a sample of 734 Taiwanese police officers through an online survey. Findings indicate that cumulative exposure to citizens' trauma was positively associated with secondary traumatic stress. Though officers specializing in domestic violence prevention experienced a higher level of secondary traumatic stress than their non-specialist counterparts, their specialization did help them better manage secondary traumatic stress. This study represents the first known attempt to examine the impacts of exposure to citizens' trauma on police officers' mental health in an Asian setting; it is also groundbreaking in that it tested whether specialization in domestic violence prevention can serve as a protective factor against exposure to citizens' trauma. [ABSTRACT FROM AUTHOR]

Our survey of literature on moral dilemmas in teaching reveals that scholars declare the need to unequivocally resolve them yet refrain from doing so. This phenomenon is rooted in falure to distinguish between the different moral conflicts. The methods of resolving abstract hypothetical dilemmas, advocated but not implemented by the scholars, are poorly suited to deal with conflicts involving social pressure and high-stakes consequences for the parties involved, like most of the conflicts that teachers report. Thus, textbooks invite teachers to resolve dilemmas on their own through reflection and dialogue, beyond the limits which Habermasian ethics of dialogue allows. The scholarship licenses lax attitudes towards commitment to professional and ethical standards by appealing to the ethics of care. It appeals to outdated versions of ethics of care that posit care in opposition to the ethics of duties, no longer employed in ethics of nursing and other caring professions. [ABSTRACT FROM AUTHOR]

This research is qualitatively oriented and aims to analyze themes of social justice--according to the methodology proposed by the international project EduHealth--based on critical incidents in physical education classes. The incidents have been identified by six physical education teacher-researchers who produced vignettes from the situations. Three of them are Master's students from the Postgraduate Program in Physical Education at the Federal University of Rio Grande do Norte (PPGEF-UFRN) and three are from the Professional Postgraduate Program in Physical Education in National Network at the Federal University of Ceará (ProEFUFC). Both universities are located in the Northeastern region of Brazil. Findings point to themes related to gender inequality, trans invisibility and/or homophobia, socioeconomic inequalities, reflective-critical issues about democracy and social inclusion, the struggle for social rights, bullying, religions and empathy, intellectual and physical disabilities, diversity, identity, and low self-esteem. A critical education based on social justice is essential in facing the analyzed situations. In conclusion, the notion of social justice can help to promote the knowledge that teacher-researchers mobilize to teach physical education's thematic subjects in a contextualized and engaged way. This perspective helps to understand the privileges and unjust power relations present in Brazilian society, pointing out subsidies for reflection and deepening of the teaching and learning processes. [ABSTRACT FROM AUTHOR]

The article discusses the occurrence of peri-operative cardiac arrests, which are critical life-threatening events that can happen during or after a surgical procedure. The study, called the 7th National Audit Program of the Royal College of Anaesthetists (NAP7), provides insights into the epidemiology, causes, management, and outcomes of peri-operative cardiac arrests in the UK. The incidence of cardiac arrest in the study was found to be lower compared to previous data, suggesting a potential decrease in frequency. However, patient factors, resources, and practitioner skills all contribute to the risk of cardiac arrest. The study emphasizes the importance of timely interventions, adequate patient monitoring, and skilled clinical care to prevent and mitigate morbidity associated with peri-operative cardiac arrests. [Extracted from the article]

Background: Registered nurses working on the frontline during the COVID-19 pandemic encountered significant challenges, including exposure to critical incidents. Critical incidents refer to sudden unexpected clinical events that surpass an individual's ability to cope, leading to considerable psychological distress, which could potentially result in the development of post-traumatic stress disorder symptoms. Research has shown a high prevalence of post-traumatic stress disorder symptoms among healthcare workers, particularly those in close contact with COVID-19 patients. Objective: To assess the levels of post-traumatic stress symptoms among registered nurses in relation to exposure to working conditions during the COVID-19 pandemic, such as how much their work was affected by the pandemic, re-deployment, working hours hindering sufficient recovery between shifts and critical incidents. Design: Cross sectional study. Setting(s): The registered nurses working in multiple health care services covering all 21 geographic regions in Sweden. Participants: A total of 1,923 registered nurses, who are part of a Swedish national cohort and have been followed since their nursing education, were invited to participate in a survey in late September 2021 (15 to 19 years post graduation). Methods: The data were analyzed using descriptive statistics, unpaired t-tests, and one-way analysis of variance. Cohen's d was employed to quantify differences in mean levels between subgroups. Results: The response rate were 56.5 %. Over 50 % of experienced registered nurses reported significant disruptions to their work environments. In total, 85 % of registered nurses were exposed to at least one critical incident in their work during the pandemic, with 60 % facing organisational changes and nearly 50 % experiencing emotionally distressing situations. The exposure to work situations involving critical incidents consistently demonstrated strong associations with higher levels of post-traumatic stress disorder symptoms compared to those not exposed, with effect sizes ranging from moderate to high. Conclusions: This study underscores the profound impact that working conditions, such as redeployment and exposure to critical incidents, have on the mental health of registered nurses. We offer valuable insights into registered nurses’ pandemic-related challenges, highlighting the need for support and interventions to prevent and manage critical incidents, ultimately promoting their well-being. We also highlight the significance of thorough workforce readiness planning for future pandemics and other challenging health care scenarios, such as staff shortage.

Social encounters provide opportunities to learn social norms, adopt proper behaviors, and build knowledge and skills. Higher Education Institutions (HEIs) play a key role in socialization for the young within and beyond them. Students interact with their classmates and teachers in school, meet new colleagues at work, build and strengthen friendships in their free time, which enriches their chances for personal growth. Sport is one such pursuit that facilitates interaction. This text explores sport’s potential to develop HEI students’ foreign language and professional skills contributing to their personal growth. This study is part of a project conducted at a private university specializing in economic, management and business administration between 2016 and 2022 with Master’s degree students studying Business English. The Critical Incident Technique (CIT) was used to collect data in the form of written narratives analyzing varied memorable moments from the students’ interactions in English experienced during the course of their lives locally or abroad. 238 student analyses of CIs from diverse social situations and settings were collected and examined using a thematic analysis. Corresponding categories of the most significant agents of socialization creating valuable foreign language learning opportunities were identified. Of these, 6 % covered CIs from the context of sports. The data show that engaging in sporting activities not only contributes to students’ personal growth but also helps them build a professional skill set, including foreign language skills, crucial for succeeding in their academic and professional paths. Relevant recommendations for integrating sports in the HEIs programs, teaching, international cooperation and variety of extracurricular activities are provided.

This paper analyzes pre-service teachers’ critical incidents as reflected in their e-portfolios during their teaching simulation in the microteaching course. Three cycles of teaching practice were scheduled for each student-teacher. Thirty-six student-teacher critical incidents and e-portfolios were analyzed. Data were collected mainly from their e-portfolios containing their critical incidents. In addition, observations and focus group discussions were conducted to triangulate and confirm the students’ critical incidents. Results showed that of the total 130 critical incidents, 60 occurred in their first, 38 in their second, and 34 in their third teaching cycle. It indicates that the pre-service teachers struggle more at the beginning of their teaching practicum, go through the learning process, and develop their understanding of teaching. In addition, the student-teachers are empowered by obtaining the ability to sense the theoretical and practical gaps in teaching, indicate teaching problems and complexity, become aware of the challenging classroom management issues, and future professional development. This study highlights the importance of reflective practices such as critical incident analyses to be induced in teacher training programs. Through critical incident identification, pre-service teachers are trained to develop their reflection-on-action skills, pedagogical awareness, and choices and sharpen their sense of teaching problems, particularly when encountering theory-practice gaps.

IntroductionFluid teams have become increasingly prevalent and necessary for modern-day issues, yet they differ from more traditional teams, on which much of the current teams literature is based. For example, fluid teams are often comprised of members from different disciplines or organizational divisions who do not have a shared history or future, as they come together to perform a critical, time-sensitive task, and then disband. For these reasons, the mechanisms through which they function and perform may differ from those of more traditional teams, and research is needed to better understand these differences.MethodsTo this end, this study utilized critical incident techniques and thematic analysis to examine fluid teams within healthcare, one of the primary contexts in which they are prevalent. Interdisciplinary faculty and students in the medical field who encounter fluid teams within simulation-based education were prompted to reflect on key factors that facilitate or hinder fluid team effectiveness.ResultsPrimary themes extracted pertained to the conditions fluid teams operate within (e.g., high-stress), the behaviors and emergent states that contribute to their success (e.g., communication), and the KSAO’s of value for members of fluid teams to possess (e.g., readiness). These themes were then compared to existing literature, yielding the identification of some similarities but also many important differences between fluid and traditional teams.DiscussionA series of practical recommendations for how to promote fluid team effectiveness is then presented.

This research is qualitatively oriented and aims to analyze themes of social justice—according to the methodology proposed by the international project EduHealth—based on critical incidents in physical education classes. The incidents have been identified by six physical education teacher-researchers who produced vignettes from the situations. Three of them are Master’s students from the Postgraduate Program in Physical Education at the Federal University of Rio Grande do Norte (PPGEF-UFRN) and three are from the Professional Postgraduate Program in Physical Education in National Network at the Federal University of Ceará (ProEF-UFC). Both universities are located in the Northeastern region of Brazil. Findings point to themes related to gender inequality, trans invisibility and/or homophobia, socioeconomic inequalities, reflective-critical issues about democracy and social inclusion, the struggle for social rights, bullying, religions and empathy, intellectual and physical disabilities, diversity, identity, and low self-esteem. A critical education based on social justice is essential in facing the analyzed situations. In conclusion, the notion of social justice can help to promote the knowledge that teacher-researchers mobilize to teach physical education’s thematic subjects in a contextualized and engaged way. This perspective helps to understand the privileges and unjust power relations present in Brazilian society, pointing out subsidies for reflection and deepening of the teaching and learning processes.

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Based on findings from four transdisciplinary original research studies on housing issues for the aging population, whereof three had a particular focus on marginalized groups, we report a co-produced synthesis of implications from a collaborative research project on socially sustainable housing policies. Researchers and non-academic partners in the ongoing Thematic Collaboration Initiative Social Rights and Housing for the Aging Population at Lund University collaborated in co-creative activities aiming at policy recommendations. Results: Seven types of implications (i.e., themes) that represent macro and meso level approaches with potential to generate impact on social rights and housing for the aging population were identified. The content of legislation and regulations, financial institution strategies, and housing and neighbourhood development exemplify macro level implications. The three themes education and training, communicating with a diversity of stakeholders, and communicating with the public all relate to an overall need for integrated knowledge translation. The theme involving older adults as a resource delivered insight into underutilized capacities of the diverse target group. As the quest for integrated knowledge translation is growing stronger, this research note contributes to development of co-production approaches to synthesize implications of transdisciplinary collaboration, connecting research, practice and policy on societal challenges that ay population aging. [ABSTRACT FROM AUTHOR]

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents previously unreported findings from a larger grounded theory study which explored the intersection between pupil–teacher relationships and secondary pupils who are experiencing school alienation. Mixed data were gathered, using a questionnaire exploring teachers' perceptions of their relationships with their students, alongside semi-structured, exploratory interviews with teachers and alienated pupils. A critical realist grounded theory design was employed, identifying closeness and conflict as causative mechanisms contributing new insights into the phenomena of school alienation. This approach allowed for data to be triangulated, constantly compared, and used to verify findings. This study discovered some pupils experience a more pronounced subset of alienation, where teachers perceive their relationships with such pupils as being less close and more conflictual when compared to their peers. It also identified that these pupils place an emphasis on negative experiences early into the formation of relationships with their teachers. Such experiences are viewed as critical incidents which are difficult to forget by alienated pupils. A diagram summarising this mechanism is presented, and the paper concludes with some professional strategies for teachers to help repair the relationship and reduce pupils' feelings of alienation. [ABSTRACT FROM AUTHOR]

Critical incidents (CIs) refer to memorable situations from an individual’s life that contribute to the formation of their future decisions, behaviors, and actions. During WW2 and even after, CIs were used in varied professional settings, including the army, navy or air force, to analyze job performance and measure proficiency. Later, their use expanded to other areas such as dental medicine or counselling psychology to manage human behavior or to professional settings, such as business, to improve recruitment and leadership. More recently, CIs were adopted to facilitate intercultural dialogue and for teaching and training purposes. This text examines their wider use in higher education and beyond as tools to accelerate personal growth, professional development and life-long learning. Launched in 2017, this study is a part of a longitudinal project conducted at a private university with master’s degree students of Business English. CIs in the form of written narratives are collected in this project to record varied memorable moments from the students’ interaction in English locally or abroad. Six sample CIs structured as a report, reflection and reevaluation of each experience from the lens of the participant were selected from the data corpus for this text in order to describe the Critical Incident Cycle (CIC) and propose a didactic model for a multidisciplinary use. The data show the CIC model is a potent means for not only enhancing language and communication skills, but also developing a complex set of other intrapersonal and soft skills applicable in the world of the current social reality. Relevant recommendations for practical implications for the use of CIs in education, human resource management or social sciences are made.

Zusammenfassung Freiwilliges Engagement ist eine zentrale Form gesellschaftlicher Teilhabe und bildet einen wichtigen Erfahrungsraum für lebenslanges Lernen. Welche Rolle freiwilliges Engagement als potenzieller Lernraum für die Bewältigung kritischer Lebensereignisse von Ehrenamtlichen spielt, ist jedoch bislang nicht untersucht. Eine solche Betrachtung könnte dazu beitragen, die Genese bislang weitgehend isoliert untersuchter Motive biografisch einzubetten und somit ein tieferes Verständnis für die Grundlagen freiwilligen Engagements zu erlangen. Gegenstand des vorliegenden Artikels ist die motivationstheoretisch und transformationstheoretisch fundierte empirische Untersuchung des Verhältnisses zwischen kritischen Lebensereignissen und der Aufnahme eines ehrenamtlichen Engagements. Auf der Basis einer explorativen, qualitativen Inhaltsanalyse von neun episodischen Interviews werden drei Typen der Bewältigung kritischer Ereignisse durch freiwilliges Engagement vorgestellt. Abschließend werden die präsentierten Typen unter Bezugnahme auf bestehende empirische Befunde diskutiert.

The incorporation of digital technologies in higher education has become a research topic actualized by the Covid-19 pandemic, including the re-thinking of theories and ontological assumptions supporting the role of these technologies in blended learning. Using nursing education in urban Sweden as an example, I present a reflexive and postphenomenological analysis of critical incidents during the use of an online assessment software for high stakes exams during the Covid-19 outbreak. Based on the analysis, I argue that the rapid digitalization prompted by the Covid-19 outbreak illuminates the importance of articulating digital technologies in higher education as human-technology relations in light of the philosophy of technology, notably postphenomenology. I conclude that postphenomenology can be helpful to clarify the non-neutrality and multistability of digital technologies and to articulate nuances of the human-technology relation, in blended learning. [ABSTRACT FROM AUTHOR]

The present study investigated critical incidents in multilingual classrooms from teachers' perspectives to identify resources to make multilingual classrooms succeed. Our study is embedded in identity theories such as Mead's symbolic interactionism, translanguaging, and global language theory. The incidents referred to the language of instruction; a discrepancy between age, developmental stage and grade; an overlap between language skills in the language of instruction and disability; and parent contact. Traumas and frustration due to failure were reported by the teachers as playing a crucial role. The incidents showed two different paths. The first path presented incidents coming together with positive conditions, such as students' willingness to perform well, classmates' willingness to help, and consideration of students' language biographies; thus, the events turned to positive consequences for students. The negative path showed teachers' perceptions that students in monolingual classrooms were frustrated, excluded, and did not perform well when no positive conditions existed. Implications for different actors were outlined. [ABSTRACT FROM AUTHOR]

Despite recognizing the importance of critical incidents (CIs) in teachers' professionalism, there is a need for more research on novice teachers' CIs, especially emotional CIs. This study describes the emotional CIs of a novice language teacher during her first year of teaching by relying on Schutz et al.'s (in: Schutz, Hong, Francis (eds) Research on teacher identity: Mapping challenges and innovations, Springer, 2018) conceptual framework and Zembylas' (Journal of Research in Science Teaching 39:79–103, 2002) three-dimensional framework of intrapersonal, interpersonal, and intergroup levels of teacher emotions. Data were collected from semi-structured interviews, observational field notes, stimulated recall interviews, and online narratives. The teacher's intrapersonal emotional CIs dominantly influenced her current functioning to eschew creating similar negative experiences for her students. The interpersonal emotional CIs created tensions that largely influenced her claimed identity as a professional teacher. The intergroup emotional CIs made her develop negative perceptions about certain ethnic groups and educational stakeholders. Moreover, the findings indicate that while the teacher could function agentively at the classroom level, her limited agency at the institutional level created tensions in her identity as a professional teacher. The study portrays how novices negotiate and construct their professional identity based on emotional CIs, shows how such CIs accelerate novice teacher attrition, and provides implications for reducing the emotional gap between policymakers and novice teachers. [ABSTRACT FROM AUTHOR]