Abstract
The primary purpose of this article is to report how Turkish student teachers identify and reflect on the "critical incidents" of schooling that they bring as they enter a new teacher education program. "Critical incidents" are descriptions of incidents in one's past that are viewed as significant in one's learning and development (see Brookfield, 1998; Obara, 1993). The secondary purpose of this article is to analyze these incidents to inform the first author's teaching and field supervision.
Recommended Citation
Stevens, Dannelle D.; Sarigul, Serap; and Deger, Hulya
(2002)
"Turkish Student Teachers' Early Experiences in Schools: Critical Incidents, Reflection, and a New Teacher Education Program,"
Networks: An Online Journal for Teacher Research:
Vol. 5:
Iss.
2.
https://doi.org/10.4148/2470-6353.1186
Rights Statement
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).