Unpacking In-Service EFL Teachers' Critical Incidents: The Case of Iran

Autor/inn/en	Atai, Mahmood Reza; Nejadghanbar, Hassan
Titel	Unpacking In-Service EFL Teachers' Critical Incidents: The Case of Iran
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 1, S.97-110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216631177
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Critical Incidents Method; Teacher Education; Language Teachers; Teacher Attitudes; Electronic Publishing; Grounded Theory; Classification; Individual Differences; Coding; Language Proficiency; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Lehrerverhalten; Elektronisches Publizieren; Classification system; Klassifikation; Klassifikationssystem; Individueller Unterschied; Codierung; Programmierung; Language skill; Language skills; Sprachkompetenz; Ausland
Abstract	Despite the importance of reflection on critical incidents (CIs), there are only a few studies in ELT literature addressing English language teachers' CIs (Farrell, 2008). Accordingly, this study was conducted to explore and discuss how six in-service EFL teachers reflected on and reported their CIs. In so doing, the participant teachers reflected retrospectively and introspectively on their CIs for 12 sessions. They put their CIs in a blog each session in order to share them with their colleagues. After the treatment, the three stages of grounded theory were employed in order to analyse the CIs. The results, revealing six categories and 12 subcategories, shed light on the "what" and "why" of teachers' reflections on their CIs. Results may have implications for teacher education and can add to the existing literature on unpacking teachers' CIs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01