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Fathi, Mahtab, Maghsoudi, Najmeh. (1404). Tapping into Reflective Professional Development in Light of Critical Incidents Analysis: A Case of EAP Teachers. , 3(2), -. doi: 10.22077/ali.2025.9148.1119
Mahtab Fathi; Najmeh Maghsoudi. "Tapping into Reflective Professional Development in Light of Critical Incidents Analysis: A Case of EAP Teachers". , 3, 2, 1404, -. doi: 10.22077/ali.2025.9148.1119
Fathi, Mahtab, Maghsoudi, Najmeh. (1404). 'Tapping into Reflective Professional Development in Light of Critical Incidents Analysis: A Case of EAP Teachers', , 3(2), pp. -. doi: 10.22077/ali.2025.9148.1119
Fathi, Mahtab, Maghsoudi, Najmeh. Tapping into Reflective Professional Development in Light of Critical Incidents Analysis: A Case of EAP Teachers. , 1404; 3(2): -. doi: 10.22077/ali.2025.9148.1119

Tapping into Reflective Professional Development in Light of Critical Incidents Analysis: A Case of EAP Teachers

Applied Linguistics Inquiry
مقاله 8، دوره 3، شماره 2، آذر 2025
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22077/ali.2025.9148.1119
نویسندگان
Mahtab Fathi1؛ Najmeh Maghsoudi* 2
1Graduate student, Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran
2Assistant Professor, Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran
چکیده
A critical characteristic of effective teachers is their ability to manage unforeseen and critical incidents (CIs) defined as disruptive events that undermine teachers’ resilience. While existing research has examined CIs across various educational contexts, their potential for the professional development (PD) of English for Academic Purposes (EAP) teachers has remained under explored. This qualitative study sought to explore the types of CIs encountered by Iranian EAP teachers and to assess how reflection on such incidents contributes to their PD. Twelve EAP teachers participated in this study based on convenience sampling. Data were collected through in-depth, semi-structured interviews conducted individually at an English institute in Kerman, Iran, and the results went through inductive thematic analysis and inter-coder reliability which identified three primary themes of CIs: teacher-related, learner-related, and institution-related. Additionally, the findings indicated that reflection on CIs fostered EAP teachers’ cognitive, affective, and social dimensions of PD. The study implies the necessity of targeted PD initiatives through reflection on CIs in the context of Iran. While complete mitigation of CIs may seem unlikely, reflective practice can lead to positive outcomes for all parties including EAP teachers, students, and administrators.
کلیدواژه‌ها
Critical incidents؛ Professional development؛ Reflective practice؛ Teacher education؛ English for academic purposes
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