Research On The Reflective Ability Development Of Preservice English Teachers From The Perspective Of Critical Incidents

Based on three rounds of exploring the critical incidents written by four preservice English teachers,this study analyzes the insightful meanings of critical events written by them and the dynamic development of their reflective ability with the help of the action research method,the qualitative analysis method and the interview method.This study aims to answer two questions: First,what are the characteristics of the critical incidents written by preservice teachers during their teaching professional practice? Second,whether their reflective ability is improved by writing critical incidents? If get promoted,at which level do they improve?Findings show that four preservice English teachers gradually increase the student-based awareness.Additionally,their professional cognition is gradually optimized as the structure of the trinity of "teachers","students" and "teaching",though they still pay more attention to teaching.Through three rounds of critical incidents writing and research,four preservice English teachers' reflective ability has been promoted.Overall,they are in the middle level but one of them has reached the top level.This research supplements the research on the dynamic development of preservice English teachers' reflective ability based on the critical event perspective,helps the preservice English teachers expand their specialized knowledge,optimize teaching behavior,promote reflective ability and other aspects.What's more,it also provides a new way for preservice English teachers to develop themselves professionally.