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Teacher Development
An international journal of teachers' professional development
Volume 22, 2018 - Issue 3
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Original Articles

Analysis of six Taiwanese EFL student teachers’ professional learning from writing, discussing, and analyzing critical incidents

Chin-Wen ChienDepartment of English Instruction, National Tsing Hua University, Hisnchu City, TaiwanCorrespondence[email protected]
Pages 339-354 | Received 09 Apr 2016, Accepted 02 Aug 2017, Published online: 28 Nov 2017

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Esmat Babaii, Khazar Molana & Mostafa Nazari. (2021) Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching 15:5, pages 442-457.
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Antoni Badia, Lorena Becerril & Marta Gómez. (2021) Four types of teachers’ voices on critical incidents in teaching. Teacher Development 25:2, pages 120-135.
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Mehmet Kılıç & Emrah Cinkara. (2020) Critical incidents in pre-service EFL teachers’ identity construction process. Asia Pacific Journal of Education 40:2, pages 182-196.
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Chin-Wen Chien. (2018) Fostering elementary school English teachers’ professional identity through artifacts of practice. Reflective Practice 19:4, pages 557-572.
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