Analysis of Six Taiwanese EFL Student Teachers' Professional Learning from Writing, Discussing, and Analyzing Critical Incidents

Autor/in	Chien, Chin-Wen
Titel	Analysis of Six Taiwanese EFL Student Teachers' Professional Learning from Writing, Discussing, and Analyzing Critical Incidents
Quelle	In: Teacher Development, 22 (2018) 3, S.339-354 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2017.1403368
Schlagwörter	Foreign Countries; Student Teachers; Second Language Instruction; Second Language Learning; English (Second Language); Critical Incidents Method; Cooperating Teachers; Data Analysis; Learning Processes; Individual Differences; Classroom Techniques; Educational Strategies; Problem Solving; Reflection; Writing (Composition); Practicums; Case Studies; Females; Elementary Education; Teacher Education Programs; Interviews; Observation; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Auswertung; Learning process; Lernprozess; Individueller Unterschied; Klassenführung; Lehrstrategie; Problemlösen; Schreibübung; Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Elementarunterricht; Interviewing; Interviewtechnik; Beobachtung
Abstract	A critical incident is an unexpected event that occurs in the classroom. Teachers can uncover a new understanding of the teaching and learning process through reflecting on these critical incidents. This study explored the writing and discussion of critical incidents among six student teachers with their cooperating teachers in a practicum under the elementary school language teacher education program in a university in northwest Taiwan. The researcher used the conceptual framework designed based on Vygotskij's sociocultural theory of learning to analyze the data. Critical incidents were used as tool-mediated activities. The analysis of critical incidents, observation notes, and interview transcripts revealed that student teachers gained professional learning in terms of individual learners' differences, classroom management, instructional strategies, solutions to incidents, and reflections through discussing with student teachers and cooperating teachers. Three suggestions were provided in order to effectively integrate writing down and discussing critical incidents into practicum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01