Reflections on Critical Incidents of EFL Teachers During Career Entry in Central Mexico

Main Article Content

M. Martha Lengeling
Irasema Mora Pablo

Abstract

This article explores the reflections of critical incidents of eight beginning English as a foreign language teachers and one of their trainers in Mexico. Based upon narrative inquiry and through the use of journals, critical incidents and how they have impacted beginning teachers in their thinking were specifically looked at. From the data we found seven emerging themes which basically revolve around the relationships that are established between the teacher and the students, the emerging professional identities of the beginning teachers, and the tutor’s reflection on knowledge transfer. Results showed how these teachers reflected upon their teaching practice and how the critical incidents helped them to analyze and evaluate their teaching process.

Article Details

How to Cite
Lengeling, M. M., & Mora Pablo, I. (2016). Reflections on Critical Incidents of EFL Teachers During Career Entry in Central Mexico. HOW Journal, 23(2), 75-88. https://doi.org/10.19183/how.23.2.158
Section
Research Reports
Author Biographies

M. Martha Lengeling, Universidad de Guanajuato

M. Martha Lengeling holds a master’s in TESOL (West Virginia University) and a PhD in Language Studies (Kent University, UK). She teaches at Universidad de Guanajuato and is a member of the National System of Researchers (Sistema Nacional de Investigadores) as well as the Editor-in-Chief of the MEXTESOL Journal.

Irasema Mora Pablo, Universidad de Guanajuato

Irasema Mora Pablo holds a PhD in Applied Linguistics (University of Kent, UK). She is the Coordinator and a teacher in the Masters in Applied Linguistics of English Language Teaching program of the Universidad de Guanajuato. She is a member of the National System of Researchers (Sistema Nacional de Investigadores).

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