Educational Reflection and the Critical Incident Technique

Abstract

The present study aims, on the one hand to present the literature review of levels of reflection, and on the other hand to theoretically approach the Critical Incident Technique (CIT), namely an effective, investigative and scientific tool for examining and promoting the reflective practice of primary schoolteachers. More specifically, the historical presentation of the levels of reflection is not evaluative or hierarchical, on the contrary it seeks to highlight the sequence of this multifaceted activity, each of these aspects require the existence of others and are important in the process of adopting reflective thinking. Finally, the CIT, even though it is under research in Greece, it seems to be an authentic educational experience for reflection and therefore is an opportunity for self-improvement, in both personal and professional development, as it dredges up aspects of professionalism and lays down the foundations for his future practices and the improvement of teacher’s moral knowledge.