Critical Incidents: Exploring EFL Prospective Teachers’ Teaching Experiences

Abstract

<p style="text-align:justify">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 teachers’ 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 participants’ 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.</p>

Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs

“…Other studies have shown the important role of teacher education programmes in the (development of) student teachers' teaching beliefs (e.g., Ye & Zhao, 2019). Furthermore, the role of experiences in teaching has been discussed by several scholars (e.g., Beijaard, Meijer, & Verloop, 2004;Flores & Day, 2006;Izadinia, 2013;Kagan, 1992;Lamote & Engels, 2010;Mattheoudakis, 2007;Megawati, Mukminatien, Anugerahwati, Indrayani, & Unsiah, 2020). Some studies showed how student teachers' teaching beliefs were reflected in their classroom teaching and that teaching experiences could bring student teachers to change their teaching beliefs (e.g., Borg, 2018;Megawati et al, 2020;Ng, Nicholas, & Williams, 2010).…”

Fixed Point Theorems for Pemetaan Nonexpansive, Nonspreading, and Hybrid Mappings in Hilbert Space.

“…As a result, it can be concluded that the Critical Incident Technique (CIT) had a statistically significant impact on the students' writing ability. The findings of this study have, as a result, contributed to the advancement of research in ELT methodology, particularly in the area of writing instruction in the Indonesian context (Walker, 2015;Wijaya & Kuswandoyo, 2019;Megawati, et al, 2020;Khandelwal, 2009;Joshi, 2018;Hall & Townsend, 2017;Erasmus, 2020;Langeling & Pablo, 2016); and, more broadly, TEFL methodology ( (Misnawati, 2014;Espiasi, 2017). In other words, when it comes to putting their instructions into action in a classroom setting, CIT can serve as a substitute for teachers (Yani, 2013).…”

“…Following the administration of the post-test, the students' writing score improves in a quantitative manner. Accordingly, the findings of this study have contributed to the advancement of research in ELT methodology, particularly in the area of writing instruction in Indonesian context (Walker, 2015;Wijaya & Kuswandoyo, 2019;Megawati, et al, 2020;Khandelwal, 2009;Joshi, 2018;Hall & Townsend, 2017;Erasmus, 2020;Langeling & Pablo, 2016), as well as in TEFL in general (Khandelwal (Misnawati, 2014;Espiasi, 2017). In other words, CIT can be used as a substitute for teachers when it comes to implementing their instructions in a classroom setting (Yani, 2013).…”

“…Additionally, not only has CIT been recognized and widely used in scientific research and contexts, but it has also been recognized and widely used in the education field around the world, particularly in the field of Teaching English as a Second/Foreign Language (Walker, 2015;Wijaya & Kuswandoyo, 2019;Megawati, et al, 2020;Khandelwal, 2009;Joshi, 2018;Hall & Townsend, 2017;Erasmus, 2020;Langeling & Pablo, 2016). The research was carried out to examine the teacher's professional development (Joshi, 2018;Erasmus, 2020;Langeling & Pablo, 2016;Wijaya & Kuswandoyo, 2019;Megawati, et al, 2020;Khandelwal, 2009;Liliyana, 2012), language evaluation (Mayhew, 19556), students' learning and perspectives on instructions (Walker, 2015;Ali, et al, 2016;Hall & Townsend, 2017), (Misnawati, 2014;Episiasi, 2017;Yani, 2013). It appears that the research on education that has been conducted using CIT as a set of procedures to obtain and analyze data has been widely publicized and discussed.…”

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

“…It has been pointed out by Postholm (2012) that reflective teaching skills enable EFL PTs to focus on two major points: a) their own learning or in other words "how they have learnt to learn" and b) how to transfer knowledge in EFL classrooms. These two major points can enrich their knowledge and teaching capabilities (Megawati, et al, 2020). Accordingly, researchers and educators should support PTs to gain reflective teaching skills.…”