Delving into Critical Incident Experiences of EFL Teachers: A Lesson Study Reflection

Yuli Ari Sandy

Delving into Critical Incident Experiences of EFL Teachers: A Lesson Study Reflection

Yuli Ari Sandy

Abstract

This qualitative research explored Critical Incidents (CIs) experiences of English as a Foreign Language (EFL) teachers through the frame of Lesson Study (LS). Five EFL teachers at SMPN 1 Nguter Sukoharjo participated in this research. The research questions are: 1) What is the impact of CIs experiences of EFL teachers on Teacher Professional Development (TPD)?, 2) How do these experiences impact their teaching practice?. Data was collected using interviews, observation, guided reflection, and document analysis. A narrative inquiry research design was applied. The data was analyzed through triangulation and coding (open-, axial-, and selective coding). The result indicated that the impact of CIs experiences on TPD includes emotional resilience, pedagogical improvement, professional learning community, and lifelong learning. The impact of these experiences on their teaching practice includes developing more effective teaching strategies, student engagement, and cultural understanding. Further research is needed to explore the long-term impact of reflective practice on teaching effectiveness and student outcomes.

Keywords

classroom management; critical incidents; lesson study; self-reflection; teacher collaboration

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DOI: 10.15408/ijee.v12i1.41738