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Teaching is a complex and demanding endeavour. Teachers must deal with numerous forces, often face dilemma-ridden and ambiguous situations and have to act under time pressure. In order to accomplish these tasks, teachers must apply professional knowledge differentially (Fairbanks et al. 2009). In recent decades, various studies have focused on defining and investigating the domains of teachers' professional knowledge. In this respect, much attention has been paid of late to the concept of professional vision. In the present study, we look for indications of professional vision using eye tracking data and post hoc think-aloud verbalisations. We worked with student teachers and teacher educators, who watched a short video clip of a school lesson and described afterwards what they had seen. The video shows an authentic teaching situation and discloses a 'critical incident'. The results show that there are differences between the two groups of participants, both in terms of eye tracking and post hoc think-aloud verbalisation. However, the differences originate primarily from six teacher educators explicitly mentioning the 'critical incident' in the post hoc think-aloud verbalisation. As with other studies, these results indicate differences in professional vision between novice and experienced teaching professionals. Additionally, our analysis reveals that eye tracking data can assist in identifying professional vision. (c) Springer Science+Business Media, LLC. (ZPID).

Care has received relatively little attention in higher education (HE) literature. However, literature alluding to care reveals contrasting perspectives. Some scholars diminish care concerns as a product of the marketised university, where students-as-consumers insist on ‘safe’ teaching and the avoidance of ‘troublesome knowledge’. Others position care as an ethical pedagogical stance, given the power asymmetries inherent in university life. Some suggest that attention to care in HE is risky, since it troubles gendered boundaries between public and private life, and rationality and emotion. In this article, we discuss a research project that explored diverse students’ conceptions of good teaching and effective learning at a research-intensive university in Aotearoa New Zealand, using focus group discussions, critical incident technique and photovoice. Participants included 55 Māori, Pacific, international and (other) local students enrolled in Health Science and Humanities subjects. Although care was not the focus of the study, all cohorts of students represented care as a key marker of good teaching. They described good teachers as people who care about their discipline, care about teaching and care about students, powerfully influencing students’ engagement with subject matter, enthusiasm for learning and aspirations for the future. While some students acknowledged and lamented their position as consumers in marketised HE, they also revealed an awareness of the factors that constrain teachers’ capacity to care and expressed gratitude for teachers’ investment in students. We argue for the need to recognise teaching in HE as cognitive, emotional and embodied work; to acknowledge teachers’ powerful influence on students; and to avoid simplistic representations of both teachers and students in contemporary HE.

While study success and completion rates are important issues in educational policy, research highlights the particular relevance of the first year in higher education (HE) for students' future academic performance and achievement. In Germany, the recent reform of degree programmes appears to have created new challenges related to students' transition to HE, yet little is known about the specific requirements students perceive as critical for their first-year experience. The present study, therefore, seeks to explore the first-year challenges in German HE from the student perspective focusing on the nexus of the individual and institutional factors relevant for successful transition. Following the critical incident technique, data collection consisted of semi-structured interviews with 25 students from all six faculties of a German university. We employed the qualitative content analysis to examine first-year challenges in terms of the critical requirements emerging from the interviews. First, the thematic analysis of the data resulted in identifying a broad range of personal, organisational, content-related and social requirements students perceived as critical for transition to HE. Second, the quantitative analysis of code occurrence suggested that personal and organisational requirements are most relevant from the students' perspectives. Finally, the single-case analysis of the interviews disclosed that individual students experience an accumulation of first-year challenges revealing the interconnectedness of critical requirements. In sum, the findings offer a systematic overview of the first-year challenges as well as provide detailed insights on how the interplay of institutional and individual factors contributes to the transition to HE. (HRK / Abstract übernommen).

This article explores the complex relationship between researcher and respondent through shared experience and interaction in the interview processes. Ethical considerations related to the balance of power and potential for change in respondents’ professional actions and decisions post-interview are discussed whilst problematizing the concept of truly informed consent. Informed by critical incident analysis, the article draws on the researcher’s experience of undertaking a qualitative-based study founded in the principles of phenomenological hermeneutics. Concluded in 2016, the research investigates the impact of pedagogical training programs on respondents’ teaching practice and engagement with professional learning. Respondents, experienced lecturers working in the adult education sectors in Scotland and Wales, contacted the researcher to share their post-interview experiences. The research was not designed to elicit change in respondents, nor influence professional choice or practice. However, each communication received attributed participating in the research as the source for renewed interest and engagement in professional learning. Although research interviews becoming an enriching experience for respondents is a recorded phenomenon the ascribed effects were profound, potentially life-changing, and not fully anticipated. Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice.

Supportive relationships between students and their educational faculty and staff can foster positive outcomes such as students’ involvement and development. However, research investigating how students perceive the quality of their relationships with educational faculty/staff (i.e., relationship quality) so far remains scarce. This study’s aim was to gain more insight into the construct of relationship quality in higher education using a qualitative approach. Students’ descriptions of their positive ( n = 294) and negative relationship experiences ( n = 395) were collected using a critical incident technique (final sample N = 513 critical incidents) followed by a template analysis with a priori themes (i.e., relationship quality dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, affective conflict). Results indicated that students most often mentioned trust in honesty and trust in benevolence. Affective conflict was not always explicitly mentioned in negative experiences, nor satisfaction in positive experiences. Descriptions of trust in benevolence ( n = 355) were equally distributed over positive and negative incidents. However, trust in honesty was more often referred to in negative ( n = 145) than in positive incidents ( n = 51). The results indicated that students considered timely response to assignments and emails important, and teachers showing interest and attention. The study’s findings provide a new view of how students might positively and negatively perceive the quality of their relationship with educational faculty and staff. This study adds to the theoretical and practical implications of relationship quality research in higher education and how relational aspects are important for students.

Purpose The critical incident technique (CIT) is widely used in many disciplines; however, scholars have acknowledged challenges associated with analyzing qualitative data when using this technique. Therefore, the purpose of this article is to address the data analysis issues that have been raised by introducing some different contemporary ways of analyzing qualitative critical incident data drawn from recent dissertations conducted in the human resource development (HRD) field. Design/methodology/approach This article describes and illustrates different contemporary qualitative re-storying and cross-incident analysis approaches with examples drawn from previously and recently conducted qualitative HRD dissertations that have used the CIT. Findings Qualitative CIT analysis comprises two processes: re-storying and cross-incident analysis. The narrative inquiry–based re-storying approaches the authors illustrate include poetic narrative and dramatic emplotting. The analytical approaches we illustrate for cross-incident analysis include thematic assertion, grounded theory, and post-structural analysis/assemblages. The use of the aforementioned approaches offers researchers contemporary tools that can deepen meaning and understanding of qualitative CIT data, which address challenges that have been acknowledged regarding the difficulty of analyzing CIT data. Research limitations/implications The different contemporary qualitative approaches that we have introduced and illustrated in this study provide researchers using the CIT with additional tools to address the challenges of analyzing qualitative CIT data, specifically with regard to data reduction of lengthy narrative transcripts through re-storying as well as cross-incident analyses that can substantially deepen meaning, as well as build new theory and problematize the data through existing theory. Practical implications A strength of the CIT is its focus on actual events that have occurred from which reasoning, behaviors, and decision-making can be examined to develop more informed practices. Originality/value The CIT is a very popular and flexible method for collecting data that is widely used in many disciplines. However, data analysis can be especially difficult given the volume of narrative qualitative data that can result from data collection. This paper describes and illustrates different contemporary approaches analyzing qualitative CIT data, specifically the processes of re-storying and cross-incident analysis, to address these concerns in the literature as well as to enhance and further evolve the use of the CIT method.

Universities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

With consideration of the increasing diversity, globalization, and digitalization that is so significantly impacting human relations and communication, this study, through the dual lenses of figured worlds (Holland, Skinner, Lachicotte, & Cain, 1998) and transmodalities (Hawkins, 2018), investigates transnational communications among youth. Specifically, the researchers explore how youth co-construct meanings of selves and others and understandings of different ways of being, through video making and online communication across time and space. Through analysis of data from an out-of-school transnational digital storytelling project for plurilingual youth, the authors identify a series of transmodal moments and critical incidents that occurred in and across different figured worlds. The article considers how these transmodal engagements (re)shaped cultural and global understandings and relations, and demonstrates how the dual frames—figured worlds and transmodalities—can serve as heuristics for understandings of transmodal representation and transnational communication in digitally mediated spaces that are increasingly common in our world.

Although there is an interest in elevating youth voice within school settings, schools remain unprepared for the wide range of expression that may be included in soliciting youth voices, preferring polite expressions over overtly emotional or negative feelings expressed about school. This case study examines boundary setting in a youth voice initiative in a high school nationally known for their work around student voice. A critical incident of high emotion in the practice of student voice points toward the importance of recognizing the ways in which emotional expressions within and reactions to student voice shaped its acceptance and practice.

Case studies have been used by engineering ethics educators for several decades, following a path paved by legal educators in the late nineteenth century. Unfortunately, few of these cases connect the micro-ethical decisions of individual engineers with the macro-ethical consequences of their actions, leaving intact a long-standing division between ethics and equity in engineering education. Our paper highlights a curricular intervention aimed at helping bridge this ethics-equity divide. In particular, we document a three-year initiative to replace engineering ethics lectures with open-ended case study workshops. While early assessment results indicate that students found our workshops to be significantly more engaging than their first-year ethical compliance lectures, a recent episode of backlash demonstrates the ease and rapidity with which equity-based interventions can be derailed. Iterative optimization of our workshop in response to this critical incident suggests that engineering educators can bridge ethics with equity if they combine two pedagogical strategies emerging from distinct paradigmatic traditions: (1) infuse critical analyses into case study learning to avoid the pitfalls of moral relativism and (2) shift the tone of discussion from rational argumentation to respectful dialogue by including mindful listening activities.