Teachers Learn to Use Critical Incidents as a Professional Development Tool in Teaching Young English Learners

Autor/inn/en	Pourhassan, Asqar; Nazari, Mostafa
Titel	Teachers Learn to Use Critical Incidents as a Professional Development Tool in Teaching Young English Learners
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 1, S.32-46 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nazari, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2021.1907751
Schlagwörter	Teaching Methods; Critical Incidents Method; Faculty Development; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Classification; Teacher Student Relationship; Teacher Characteristics; Foreign Countries; Collegiality; Student Behavior; Learner Engagement; Pedagogical Content Knowledge; Private Education; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kollegialität; Student behaviour; Schülerverhalten; Pädagogische Kompetenz; Privatunterricht
Abstract	Purpose: Despite the growth of theory and research on young English learners and the widely-recognized importance of critical incidents (CIs) in teachers' professional development (PD), little research has examined young-learner teachers' CIs. This study investigated the impacts of a PD course structured around CIs sharing/discussing on 14 L2 teachers' understanding of teaching young learners. Design: Narratives and semi-structured interviews were used to collect the data. Findings: Data analyses indicated that the teachers reported various interpersonal, pedagogical, and professional CIs, especially problems with learner engagement and the learners who problematized the teachers' knowledge frequently. Additionally, the results of the interviews indicated that the teachers experienced conceptual, practical, and personal-professional changes in their treatment of CIs as a function of participation in the PD course. Value: The study proposes a typology of young-learner teachers' CIs and argues that young-learner teaching requires its specific form of teacher education that fosters in the teachers awareness of emotional, pedagogical, and interpersonal dimensions for teaching this group of learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01