This study explored the effects of teachers’ individual reflection (IR) and group reflection (GR) on critical incidents (CIs). A group of preservice teachers (N = 7) were presented with real instances of CIs to consider during 12 teacher training sessions. In each session, the trainees read the first part of a CI, describing what happened, when it happened, and who was involved in the incident. Then they described how they would respond to a similar CI in their future classes. Next, they read and discussed the second part of the CI, which contained the reaction of the original teacher to that CI. After that, the trainees shared and discussed their own and the original teacher’s response to the CI through GR. Finally, they were asked to write a second response to the original CI. The trainees’ IR and GR were tabulated and compared to see how GR impacted their reactions. After completing the program, they were asked to write reflection journals describing their evaluation of the activities they had taken part in. Thematic analysis of reflection journals led to the emergence of themes revealing teachers’ positive evaluation of the reflection on CIs.

中文翻译：

---

与伊朗新手英语老师一起使用重大事件促进职业发展

这项研究探讨了教师个人反思（IR）和小组反思（GR）对严重事件（CI）的影响。一组职前教师（N= 7）展示了CI的真实实例，需要在12次教师培训中考虑。在每节课中，受训人员都阅读CI的第一部分，描述发生了什么，何时发生以及与事件有关的人员。然后，他们描述了在未来的课程中如何应对类似的CI。接下来，他们阅读并讨论了CI的第二部分，其中包含了原始教师对该CI的反应。之后，学员们通过GR分享并讨论了他们自己和原始老师对CI的回应。最后，要求他们对原始CI做出第二个答复。将受训人员的IR和GR制成表格并进行比较，以查看GR如何影响他们的反应。完成程序后，