Teachers can reflect on their practices by articulating and exploring incidents they consider critical to themselves or others. By talking about these critical incidents, teachers can make better sense of seemingly random experiences that occur in their teaching because they hold the real inside knowledge, especially personal intuitive knowledge, expertise and experience that is based on their accumulated years as language educators teaching in schools and classrooms. This paper is about one such critical incident analysis that an ESL teacher in Canada revealed to her critical friend and how both used McCabe’s (2002) narrative framework for analyzing an important critical incident that occurred in the teacher’s class.
Farrell, T. S. C. (2013). Critical Incident Analysis through Narrative Reflective Practice: A Case Study. Iranian Journal of Language Teaching Research, 1(1), 79–89.
MLA
Farrell, T. S. C. "Critical Incident Analysis through Narrative Reflective Practice: A Case Study", Iranian Journal of Language Teaching Research, 1, 1, 2013, 79–89.
HARVARD
Farrell, T. S. C. (2013). 'Critical Incident Analysis through Narrative Reflective Practice: A Case Study', Iranian Journal of Language Teaching Research, 1(1), pp. 79–89.
CHICAGO
Farrell, T. S. C., "Critical Incident Analysis through Narrative Reflective Practice: A Case Study." Iranian Journal of Language Teaching Research, 1 1 (2013): 79–89,
VANCOUVER
Farrell T. S. C. Critical Incident Analysis through Narrative Reflective Practice: A Case Study. IJLTR. 2013;1(1):79–89.
