Critical Events in Education

Woods, Peter

doi:10.1080/0142569930140401

Cited by 78 publications

(43 citation statements)

References 18 publications

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“…However, in contrast to the significance and necessity of reflection on CIs (Woods, 1993;Johnson and Golombek, 2002;Farrell, 2007Farrell, , 2008Farrell, , 2013Farrell, , 2015Finch, 2010;Shapira-Lishchinsky, 2011), there is a dearth of research in ELT targeting English language teachers' CIs (Farrell, 2008). Accordingly, this study attempted to analyse and examine teachers' reflections on their teaching practice through in-depth unpacking of their CIs, the closer examination of which might help us to better understand teachers' reflections and thinking processes.…”

Section: Introductionmentioning

confidence: 99%

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Atai

Nejadghanbar

2016

RELC Journal

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Despite the importance of reflection on critical incidents (CIs), there are only a few studies in ELT literature addressing English language teachers' CIs (Farrell, 2008). Accordingly, this study was conducted to explore and discuss how six in-service EFL teachers reflected on and reported their CIs. In so doing, the participant teachers reflected retrospectively and introspectively on their CIs for 12 sessions. They put their CIs in a blog each session in order to share them with their colleagues. After the treatment, the three stages of grounded theory were employed in order to analyse the CIs. The results, revealing six categories and 12 subcategories, shed light on the 'what' and 'why' of teachers' reflections on their CIs. Results may have implications for teacher education and can add to the existing literature on unpacking teachers' CIs.

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Section: Introductionmentioning

confidence: 99%

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Atai

Nejadghanbar

2016

RELC Journal

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“…My pupil data revealed very high levels of factual recall even three months after the topic was over, an increased understanding of the learning process among pupils and a lasting impact on pupil relationships and pupil/teacher understandings. There had, as Woods (1993) indicates, been a 'holistic quality about the development' (p. 5) of these pupils.…”

mentioning

confidence: 95%

“…True, there were occasions when the stated desire for 'accessibility' appeared to be an aspiration only but on other occasions topic-work did offer real accessibility to pupils of every ability. Indeed, one of these topics had all the characteristics of a 'critical event' (Woods, 1993). My pupil data revealed very high levels of factual recall even three months after the topic was over, an increased understanding of the learning process among pupils and a lasting impact on pupil relationships and pupil/teacher understandings.…”

mentioning

confidence: 97%

Questioning the New Orthodoxies

Stone¹

1993

School Organisation

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“…As a result, genuine learning tends to be marginalized, and teaching is deskilled with teachers left in professional struggles that have been similarly experienced by teachers in other industrialized countries, such as Britain (Woods, 1993;Ball, 2003;Gao, 2008;Zhao 2009a). Ball (2003: 216) critiques what happened in the British education system; he maintains:…”

Section: The New Challenges For Mandarin Schools and Teachersmentioning

confidence: 99%

Developing professional knowledge about teachers through metaphor research: facilitating a process of change

Zhao

Coombs

Zhou

2010

Teacher Development

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This paper draws upon research evidence obtained as metaphors derived from biographical narrative interviews of Mandarin teachers of English working in China, which has illustrated the problems of teachers adapting to change within Chinese schools. The research has attempted to explore teachers' professional adaptation under strenuous challenges, i.e., the need to cater for the new Chinese National Curriculum and school performance league tables. While some teachers appear to be more open towards the new challenges, many others are alienated. Teachers' have identified themselves as being a: "robot"; "skilled worker"; "ferryman" etc. The research suggests that this phenomenon can be explained from the wider Chinese context of educational policies that seek decentralization and marketization. This process of educational and cultural change is discussed and explored in terms of what continuing professional development (CPD) best facilitates teachers to cope with and embrace this emerging educational agenda. An appropriate CPD programme is identified and recommended that seeks to develop a 'critical and creative thinking' education system that both empowers and supports teachers' to engage within a forward-looking knowledge economy.

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Critical Events in Education

Cited by 78 publications

References 18 publications

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Unpacking in-service EFL Teachers’ Critical Incidents: The Case of Iran

Questioning the New Orthodoxies

Developing professional knowledge about teachers through metaphor research: facilitating a process of change

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