Detailed Information on Publication Record
2018
Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure?
LOJDOVÁ, Kateřina, Kateřina VLČKOVÁ and Lucie ŠKARKOVÁBasic information
Original name
Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure?
Name in Czech
Kritické situace ve třídě: Jak je učitelé řeší ve vztahu ke své potřebě kognitivní uzavřenosti
Authors
LOJDOVÁ, Kateřina (203 Czech Republic, belonging to the institution), Kateřina VLČKOVÁ (203 Czech Republic, guarantor, belonging to the institution) and Lucie ŠKARKOVÁ (203 Czech Republic, belonging to the institution)
Edition
ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 2018
Other information
Language
English
Type of outcome
Konferenční abstrakt
Field of Study
50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
RIV identification code
RIV/00216224:14410/18:00100928
Organization unit
Faculty of Education
Keywords (in Czech)
kritické situace; potřeba kognitivní uzavřenosti; učitelé
Keywords in English
critical incidents; need for cognitive closure; teachers; lower secondary education
Tags
International impact, Reviewed
Změněno: 21/3/2019 10:42, doc. Mgr. Kateřina Lojdová, Ph.D.
V originále
Critical incident is usually an undesirable situation expe rienced 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). 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. Need for cognitive closure (NfC) affects teache rs’ 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.
In Czech
Příspěvek se zabývá kritickými situacemi při řízení třídy na základní škole a odpovídá na otázku, jak učitelé tyto situace řeší ve vazbě na svou potřebu kognitivní uzavřenosti.
Links
| GA16-02177S, research and development project |
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