文章基本信息

标题：Critical Incidents: Exploring EFL Prospective Teachers’ Teaching Experiences
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作者：Fika Megawati* ; Nur Mukminatien ; Mirjam Anugerahwati 等
期刊名称：European Journal of Educational Research
电子版ISSN：2165-8714
出版年度：2020
卷号：9
期号：3
页码：943-954
DOI：10.12973/eu-jer.9.3.943
语种：English
出版社：Eurasian Society of Educational Research Association
摘要：Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study aims at exploring EFL prospective teachersrsquo; field experience in cultivating their teaching competence through a critical incident analysis. A qualitative approach was applied. Three participants with different levels of English proficiency took part in this study by sharing their experiences through participating in and answering an interview and an opinionnaire. To analyze the data from the instruments, this study used descriptive analysis and coding techniques respectively. Results indicate that both negative and positive critical incidents contribute to the participantsrsquo; teaching development. The incidents support the learning process towards becoming a teacher and assist shaping their awareness of teacher identity. Further, the result of this study reveals that English proficiency level seems to take part in the strategy used for identifying critical incidents. This study implies that critical incidents provide a chance for prospective teachers to be more reflective. Thus, teacher education program stakeholders need to support critical incident analysis by giving relevant assignments while they are doing teaching practice, which in turn builds professional development in the context of prospective teachers.