Analysis of Design and Delivery of Critical Incident Workshops for Elementary School English as a Foreign Language Teachers in Community of Practice

Autor/in	Chien, Chin-Wen
Titel	Analysis of Design and Delivery of Critical Incident Workshops for Elementary School English as a Foreign Language Teachers in Community of Practice
Quelle	In: Education 3-13, 46 (2018) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2016.1163400
Schlagwörter	Communities of Practice; Critical Incidents Method; Elementary School Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Learning Processes; Teacher Collaboration; Reflective Teaching; Foreign Countries; Faculty Development; Teacher Attitudes; Case Studies; Teacher Workshops; Semi Structured Interviews; Observation; Taiwan + Suchen Sie Ihr Suchwort? Community; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerkooperation; Ausland; Lehrerverhalten; Case study; Fallstudie; Case Study; Beobachtung
Abstract	Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. "Professional Development for Language Teachers." New York, NY: Cambridge University Press]. Based on the data analysis of workshop handouts, observation notes, and interviews, this study analyses three critical incident workshops designed and delivered to 19 elementary school English teachers in Taiwan in terms of design, participants' learning, strengths, and suggestions. The study has the following findings. First, the participants moved from knowing nothing about critical incidents or mazes to writing up, discussing, and analysing critical incidents in collaborative reflective practice. Most importantly, the workshop facilitator fostered a safe and trusting environment for participating teachers to discuss critical incidents freely and combat their isolation. Five elements are recommended to be integrated into the design and delivery of critical incident workshops. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01