24. 1. 2018 ECER 2018 Bolzano - The European Conference on Educational Research - ConfTool Pro Printout
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Proposal Information of Contribution 535
ID: 535
10. Teacher Education Research
Paper
Alternative EERA Network: 27. Didactics - Learning and Teaching
Topics: NW 10: Research on professional knowledge & identity in teacher education
Keywords: critical incidents, need for cognitive closure, teachers, lower secondary education
Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure?
Katerina Lojdova, Katerina Vlckova, Jan Mares, Lucie Skarkova
Masaryk University, Czech Republic
Presenting Author: Lojdova, Katerina; Vlckova, Katerina
Critical incident is usually an undesirable situation experienced by an employee (Rosenal, 1995). In the educational system, critical
incidents are not necessarily sensational events involving many tensions. Rather, they may be minor incidents that happen in every school
(Angelides, 2001). Critical in this sense simply refers to something that was crucial, significant or surprising to the person (Fook, 2007;
Schön, 1995). Tripp (2011) notes that critical incidents arise in practice from the way teachers look at a situation and interpret its
significance. They support professional growth in one’s knowledge of teaching, which comes about when reflection on critical incidents
involves critique of one’s self or professional values, which can lead in turn to changes in practice (Hanuscin, 2013).
One of the key personal characteristics influencing teacher´s behaviour in critical incidents can be their need for cognitive closure (NfC).
NfC can be defined as individual´s motivation in relation to information processing and judgement, respectively as a desire for an answer in
order to end further information processing and judgment, even if that answer is not the correct or best answer (Webster & Kruglanski,
1994). NfC represents a relatively stable dispositional characteristic of a person but it can be temporarily increased by situational
determinants (time pressure, stress) or decreased (fear from mistakes based on fast judgement).
Research question
How do teachers deal with critical incidents according to their need for cognitive closure?
Methodology, Methods, Research Instruments or Sources Used
The research is based on an integrated mixed methods design (Creswell & Plano Clark, 2011). The main, qualitative part is designed as
field research based on an ethnographic research design. It includes an analysis of video recordings of lessons in relation to critical
incidents (e.g. classroom problem behaviour, non-communication, academic cheating) and analysis of interviews via open coding
(perception of critical incidents and their importance for professional growth).
The quantitative part is based on statistical analyses of survey data regarding teacher’s need for cognitive closure by the adapted Need for
(Cognitive) Closure Scale – NfCS (Roets & Van Hiel, 2011; Czech version Širůček, 2014). NfCS consists of 15 items with six-point Likert
type ratings measuring five sub-scales: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness,
and close-mindedness.
The sample consists of six experienced teachers in six lower secondary comprehensive classes in six different schools (ISCED 2A) in the
Czech Republic. From each teacher we videotaped (teacher camera, student camera) six lessons taught in subjects of Czech Language,
Civics or History, conducted an interview, and administered the NfCS questionnaire.
Conclusions, Expected Outcomes or Findings
Need for cognitive closure (NfC) affects teachers’ behaviour in critical incidents and perception of critical incidents in their professional
growth. We describe three types of teachers: with low, middle, and high NfC and show their behaviour in critical incidents and their
perception of critical incidents. The findings can be beneficial in further teacher education in European countries, because teachers are
exposed to similar situations within this context. The paper emphasises importance of critical incidents in professional development and
explains how they are perceived according to the NfC.
Acknowledgement
The research was founded by Czech Science Foundation, project GA16-02177S Classroom Management Strategies of Student Teachers
and Experienced Teachers (Their Mentors) in Lower Secondary Education.
References
Angelides, P. (2001). The development of an efficient technique for collecting and analyzing qualitative data: The analysis of critical
incidents. International Journal of Qualitative Studies in Education, 14(3), 429-442.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Fook, J. (2007). Reflective practice and critical reflection. Handbook for Practice Learning in Social Work and Social Care (pp. 363-375).
Basingstoke: Palgrave.
Hanuscin, D. L. (2013). Critical incidents in the development of pedagogical content knowledge for teaching the nature of science: A
prospective elementary teacher’s journey. Journal of Science Teacher Education, 24(6), 933-956.
Roets, A., & Van Hiel, A. (2011). Item selection and validation of a brief, 15-item version of the Need for Closure Scale. Personality and
Individual Differences, 50(1), 90-94.
Rosenal, L. (1995). Exploring the learner's world: Critical incident methodology. The Journal of Continuing Education in Nursing, 26(3), 115-
118.
Schön, D. A. (1995). The reflective practitioner. Hampshire: Arena.
Tripp, D. (2011). Critical incidents in teaching (classic edition): Developing professional judgement. UK: Routledge.
Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social
Psychology, 67, 1049-1062.