“Critical incidents” (Tripp, 1993) in educational practices are not necessarily dramatic events but often small, seemingly routine moments whose significance emerges through reflection and reflexivity. When engaged with reflexive writing, these incidents can become powerful catalysts for professional growth. Aligning with the assumptions of pedagogical case writing (Biffi, 2014; Bove, 2020; Riva, 2007), this approach stresses the need to bridge theoretical knowledge with practical experience, episteme with phronesis, contextual insights with an awareness of broader and systemic issues.
By reflecting on specific moments from their professional experiences, educators can critically examine their practices while interrogating underlying assumptions, power dynamics, and professional identities. A personal example illustrates how critical incident writing fosters deeper awareness, transforming abstract or superficial understandings into more grounded and embodied professional knowledge.
Beyond private journaling, this paper highlights the transformative potential of writing with an intended audience in mind. For educators, writing deliberately for others ‒ whether real or imagined ‒ intensifies the “addressivity” (Bakhtin, 1986), as they anticipate responses, negotiate meaning, and position their experiences within broader professional and theoretical dialogues. This externalisation of thought is not merely a form of expression but of re-encountering one’s own insights through the lens of an interlocutor. Critical incident writing can thus become both a site of critical inquiry and a means of professional development.
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