TY - JOUR ID - 20454 TI - Critical Incident Analysis through Narrative Reflective Practice: A Case Study JO - Iranian Journal of Language Teaching Research JA - IJLTR LA - en SN - 2322-1291 AU - Farrell, Thomas S. C. AD - Brock University, Canada Y1 - 2013 PY - 2013 VL - 1 IS - 1 SP - 79 EP - 89 KW - incident analysis KW - reflective practice KW - narrative framework DO - N2 - 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.  UR - https://ijltr.urmia.ac.ir/article_20454.html L1 - https://ijltr.urmia.ac.ir/article_20454_67afba09fa1703ecd6c515588541ecca.pdf ER -