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Critical Incident Analysis through Narrative Reflective Practice: A Case Study | ||
| Iranian Journal of Language Teaching Research | ||
| مقاله 6، دوره 1، شماره 1، فروردین 2013، صفحه 79-89 اصل مقاله (214.97 K) | ||
| نوع مقاله: Original Article | ||
| نویسنده | ||
| Thomas S. C. Farrell* | ||
| Brock University, Canada | ||
| چکیده | ||
| Teachers can reflect on their practices by articulating and exploring incidents they consider critical to themselves or others. By talking about these critical incidents, teachers can make better sense of seemingly random experiences that occur in their teaching because they hold the real inside knowledge, especially personal intuitive knowledge, expertise and experience that is based on their accumulated years as language educators teaching in schools and classrooms. This paper is about one such critical incident analysis that an ESL teacher in Canada revealed to her critical friend and how both used McCabe’s (2002) narrative framework for analyzing an important critical incident that occurred in the teacher’s class. | ||
| کلیدواژهها | ||
| incident analysis؛ reflective practice؛ narrative framework | ||
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آمار تعداد مشاهده مقاله: 767 تعداد دریافت فایل اصل مقاله: 549 |
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