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dc.contributor.authorFarrell, Thomas
dc.date.accessioned2015-03-04T19:09:49Z
dc.date.available2015-03-04T19:09:49Z
dc.date.issued2012-12-25
dc.identifier.issn2322-1291
dc.identifier.urihttp://hdl.handle.net/10464/6139
dc.description.abstractTeachers 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.en_US
dc.language.isoenen_US
dc.publisherUrmia University Pressen_US
dc.subjectTeaching contextsen_US
dc.subjectLanguage in the curriculumen_US
dc.subjectLanguage in the curriculumen_US
dc.subjectMinority languagesen_US
dc.subjectIntercultural citizenshipen_US
dc.subjectResearch paradigmsen_US
dc.titleCritical incident analysis through narrative reflective practice: A case studyen_US
dc.typeArticleen_US
refterms.dateFOA2021-08-04T03:29:09Z


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