RETRACTED ARTICLE: How do EFL in-service teachers reflect on their critical incidents? The case of Iranian teachers

Molani, Haideh; Yousefi, Mohammad Hossein; Rostami, Farzad

doi:10.1080/14623943.2021.1913578

Cited by 2 publications

(10 citation statements)

References 21 publications

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“…The most recurring theme as a CI source was student behavior, which included conflicts between students, whole and individual student class misbehaviors. This finding coincides with other studies in the literature that undesirable learner behaviors are one of the most recurring CI sources (e.g., Atai & Nejadghanbar, 2016;Karimi & Nazari, 2019;Molani et al, 2021;Pourhassan & Nazari, 2021;Putri & Kuswandono, 2020). Moreover, in the current study, these CIs were reported by teachers working with young, teen, and adult learners.…”

Section: Discussionsupporting

confidence: 91%

“…In educational contexts, reflecting on CIs can be helpful for teachers' professional development and identity constructions (Woods, 1993). Several studies conducted with EFL teachers show that reflecting on CIs is crucial, as it helps them gain awareness of themselves (Molani et al, 2021), and their contexts (Atai & Nejadghanbar, 2016;Richards & Farrell, 2005). Reflection also influences teachers' image of themselves and helps in defining their roles regarding other individuals in their school communities (Babaii, et al, 2021).…”

Section: Teacher Reflection On Critical Incidentsmentioning

confidence: 99%

“…Coming from the same context, Wijaya and Kuswandono (2018) observed that CIs affected three teachers' professional goals of developing and becoming good teachers. Concentrating on both novice and experienced teachers' reflections on their CIs, Molani et al (2021) carried out a study with 40 Iranian EFL teachers, and the findings suggested that there is a difference among practitioners' views on CIs based on their teaching experiences.…”

Section: Teacher Reflection On Critical Incidentsmentioning

confidence: 99%

“…After reviewing the related literature, it is proven that asking teachers to identify CIs and how they decide to respond to these incidents can promote reflectivity in teaching and contribute to teachers' professional growth (Karimi & Naziri, 2019;Lengeling & Mora Pablo, 2016;Molani et al, 2021).…”

Section: Significance and Purpose Of The Studymentioning

confidence: 99%

“…Furthermore, what is critical to an experienced teacher may not be for a novice teacher (Farrell, 2008). According to Richards (2010), experienced teachers have a range of strategies for classroom management and previous experiences to refer to when dealing with problems, thus, define CIs differently compared to novice teachers (Molani et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Dealing With Critical Incidents: Experiences of Turkish Novice Efl Teachers

Çukur

2022

LLT Journal

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Moments causing teachers to stop and think about their teaching are called critical incidents and reflecting on them can be a way of gaining insights into their practices and contexts. However, critical incidents are underexplored in the Turkish EFL context. Thus, this qualitative case study aimed to understand the types of critical incidents encountered by six Turkish novice EFL teachers who all graduated from the same English language teaching program, their ways of dealing with these, and how this affected them. Data obtained from reflective journals and a focus group interview were analysed thematically. The results revealed critical incidents related to multiple sources, mainly due to students’ behaviors. Moreover, teachers' strategies varied from addressing the student to acting as the authority. These critical incidents affect novice teachers in various ways, such as questioning their language teacher education and teaching competence, which were discussed in this study along with implications and directions for future studies.

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Section: Discussionsupporting

confidence: 91%

Section: Teacher Reflection On Critical Incidentsmentioning

confidence: 99%

Section: Teacher Reflection On Critical Incidentsmentioning

confidence: 99%

Section: Significance and Purpose Of The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Dealing With Critical Incidents: Experiences of Turkish Novice Efl Teachers

Çukur

2022

LLT Journal

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Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context

Abdulhay

2023

JELTL

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<p><em>This study sought to solicit, through the Geneva Appraisal Questionnaire (GAQ), Iranian EFL teachers’ emotional experiences and their ensuing control and authority practices. In so doing, a total of forty university instructors in Iran were recruited to participate in the study by filling in the instruments, of which thirteen were returned back. The content analysis of the data was quantitatively and qualitatively done to pinpoint the frequency of the occurrences of the emotional events and to scour the teachers’ feelings, behaviors, and reactions to the encountered situations. The data gleaned from both female and male teachers in this study disclosed the recalling of the negative events more than the positive ones. The teachers’ reservations and expectations and the lack of dexterity to confront the unprecedented behaviors were witnessed to be the main causes of experiencing negative emotions. However, the teachers’ commiseration and empathetic teaching styles were reported as the reasons for their experiences of positive feelings. The results of this study may have some practical implications and suggestions for language teacher education.</em></p>

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RETRACTED ARTICLE: How do EFL in-service teachers reflect on their critical incidents? The case of Iranian teachers

Cited by 2 publications

References 21 publications

Dealing With Critical Incidents: Experiences of Turkish Novice Efl Teachers

Dealing With Critical Incidents: Experiences of Turkish Novice Efl Teachers

Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context

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