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
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