University of Birjand Applied Linguistics Inquiry 2821-0441 3 2 2025 09 30 Tapping into Reflective Professional Development in Light of Critical Incidents Analysis: A Case of EAP Teachers 95 107 3608 10.22077/ali.2025.9148.1119 EN Mahtab Fathi M.A. in Applied Linguistics, Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran 0009-0004-5208-2439 Najmeh Maghsoudi Assistant Professor of Applied Linguistics, Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran 0000-0003-3404-6077 Journal Article 2025 03 23 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.<strong> </strong> https://ali.birjand.ac.ir/article_3608_60a0575ee6ce460e1d86c0e9d281c4f1.pdf