ABSTRACT

The present study was conducted to explore and discuss different types of critical incidents that arise in Iranian EFL classes and how in-service EFL teachers reflected on their own critical incidents. 40 English teachers at different language institutes participated in the study. For the purpose of the data collection, reflective diaries, peer interactions, and in-depth interviews were conducted. Thematic analysis was utilized to analyze the data. After ensuring trustworthiness, different themes emerged: behavior, clashes, language proficiency, class participation, and individual differences. The results of the study have a number of implications for teacher education and can add to the existing literature on unpacking teachers’ critical incidents.

摘要

本研究旨在探讨和讨论伊朗 EFL 课程中出现的不同类型的严重事件，以及在职 EFL 教师如何反思自己的严重事件。来自不同语言学院的40名英语教师参与了这项研究。为收集数据，进行了反思日记、同伴互动和深度访谈。使用专题分析来分析数据。确保可信后，出现了不同的主题：行为、冲突、语言能力、课堂参与和个体差异。该研究的结果对教师教育有许多影响，可以补充现有的关于解开教师关键事件的文献。