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

Document Type : Original Article

Authors

1 Graduate student, Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran

2 Assistant Professor, Department of English, Kerman Branch, Islamic Azad University, Kerman, Iran

10.22077/ali.2025.9148.1119

Abstract

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.

Keywords

Applied Linguistics Inquiry
Volume 3, Issue 2
September 2025

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History

  • Receive Date: 23 March 2025
  • Revise Date: 09 May 2025
  • Accept Date: 20 August 2025

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