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Exploring Nnests Beliefs And Identities A Case Study Of Japanese Efl High School Teachers
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Book Synopsis Exploring NNESTs’ Beliefs and Identities: A Case Study of Japanese EFL High School Teachers by : Ryosuke Aoyama
Download or read book Exploring NNESTs’ Beliefs and Identities: A Case Study of Japanese EFL High School Teachers written by Ryosuke Aoyama and published by . This book was released on 2017 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have suggested that, to understand language teaching and learning, it is critical to examine teachers’ beliefs and identities, along with their impacts on actual teaching practices in the classroom. The purpose of this study was to explore teaching beliefs and teacher identities of eight non-native English speaking teachers (NNESTs) in Japanese public high schools. Three research questions were addressed to examine what teaching beliefs they have, what influences their belief formation and professional identity development, and what identities constitute their teacher identity. To do this, a qualitative case study was undertaken. An in-depth analysis of the interview transcripts revealed the participants’ beliefs toward communicative language teaching, student-centered instruction, and the medium of instruction in the classroom. It was also found that the following factors impacted their teaching beliefs and practices and their identity: personal experiences in childhood and adolescence, experiences as an in-service teacher, and English education policy in Japan. As for the question pertaining to their teacher identity, the data analysis found four salient identities that are closely connected to their identity as an English teacher, which include general teacher identity, context-related identity, language teacher identity, and non-native English speaking teacher identity. It is concluded that the teachers’ beliefs and identities are formed through continuous negotiations with external factors, such as past experiences, contextual factors surrounding their teaching sites, and students’ expectations of and the national policy on English education. Furthermore, it is concluded that how their identities are non-fixed and transformative, complex and multiple, and seemingly stable but susceptible, which reflect the complex nature of language teacher identity construction as noted in the literature.
Book Synopsis A Narrative Exploration of an EFL Teacher's Practicing Professional Identity in a Japanese Socio-educational Context by : Keith Graham Ford
Download or read book A Narrative Exploration of an EFL Teacher's Practicing Professional Identity in a Japanese Socio-educational Context written by Keith Graham Ford and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores an EFL practitioner's teaching life story, with a focus on the development of personal and professional identities, and on the rationale for teaching principles and practices within a Japanese socio-educational context. The study is grounded firmly in the belief that "in understanding something so intensely personal as teaching, it is critical we know about the person the teacher is" (Goodson, 1992, p. 234). As a single participant study this thesis places particular emphasis on the importance of subjective and interpretive insights and understandings as opposed to the generalizability and objectivity of knowledge claims embodied in more traditional approaches to research in the field ofTESOL. To elicit the participant's teaching life story I used a taped monologue technique, whereby the speaker, without the presence of an interviewer, is in complete control of topic selection and has the freedom to determine the temporal and sequential course of their narrative. The resulting two-hour monologue is the primary data for the study, and working within a narrative research framework I analyzed the story for critical incidents and teaching perspectives that can be interpreted as having informed the participant's practicing professional identity, which can be defined as a set of values, principles and practices which guide an individual's present teaching philosophy and future directions. Through the lens of the Japanese socio-educational context I focus on the unifying themes of teacher development and education, critical cultural knowledge, humanism, and second language (L2) only classroom policy. Furthermore, I explore the narrative thread that runs through the participant's story, connecting past and present experiences with future teaching life directions and goals as the narrator takes the opportunity to articulate the rationale behind her main principles and practices, and in so doing underscores her practicing professional identity in a way that demonstrates a strong sense of the narrator's purpose, values, efficacy and self-worth. As such, this process engages the narrator not only in a meaningful and coherent narrative account of professional development, but also in the process itself of professional development as it demonstrates potentialities for self-revelation, affirmation, and even transformation. This thesis offers a distinctive contribution to the field ofTESOL educational research in three particular ways. First, in exploring the sources ofa teacher's beliefs and practicing professional identity, it offers an exemplar of how to undertake interpretive research as reflective practice and professional development. Secondly, it widens our understanding of conducting single participant case studies in TESOL education. This thesis also points the way forward to possible research using an innovative taped monologue technique with other individual teacher case studies that can then contribute to building a body of knowledge in the field.
Book Synopsis Exploring Japanese University English Teachers' Professional Identity by : Diane Hawley Nagatomo
Download or read book Exploring Japanese University English Teachers' Professional Identity written by Diane Hawley Nagatomo and published by Multilingual Matters. This book was released on 2012-01-30 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contributes to the growing field of EFL teacher identity, which is now recognized to influence numerous aspects of classroom teaching and of student learning. It focuses on an under-researched, and yet highly influential group of teachers that shape English language education in Japan: Japanese university English teachers. In three interrelated narrative studies, it examines how four relatively new teachers develop professional identity as they become members of the community of practice of university English teachers; how gender impacts the professional identity of seven female professors ranging in age from their early 30s to their 60s; and how one teacher’s teaching practices and beliefs reflect her personal and professional identity.
Book Synopsis Identity, Gender and Teaching English in Japan by : Diane Hawley Nagatomo
Download or read book Identity, Gender and Teaching English in Japan written by Diane Hawley Nagatomo and published by Multilingual Matters. This book was released on 2016-04-07 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do teachers who have chosen to settle down in one country manage the difficulties of living and teaching English in that country? How do they develop and sustain their careers, and what factors shape their identity? This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book also provides a useful overview of English language teaching and learning in Japan.
Book Synopsis INVESTIGATING EXPERTISE by : Mayumi Asaba
Download or read book INVESTIGATING EXPERTISE written by Mayumi Asaba and published by . This book was released on 2019 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: These case studies of four experienced teachers are focused on attributes that indicated expertise in L2 teaching in Japanese universities. In order to select participants who were likely to demonstrate characteristics of expertise, I modified and used the criteria based on previous expertise research in general education. The criteria included three factors: experience, educational backgrounds, and recommendations. I chose to focus only on effective teachers because the purpose of this study was to examine characteristics that were suggestive of expertise. Data sources included classroom observations, interviews with focal participants and focus groups of students, and a collection of artifacts. Classroom observations took place in a minimum of four lessons in each of two different classes that participants taught. Furthermore, I conducted and audio recorded a minimum of five interviews with each participant. Moreover, a collection of artifacts, such as syllabi, handouts, and tests that the participants created and used provided insights into these teachers' knowledge and beliefs about language learning and teaching. Student-focus group interviews were conducted to explore congruences between students' and teachers' perceptions of classes. Data analysis included both deductive and inductive approaches. First, I relied on the findings of previous research in the field. For example, I looked for characteristics proposed by Bereiter and Scardamalia (1993), who explained how experts solve problems differently from nonexperts. They argued that nonexperts solve problems to make their jobs easier. In contrast, experts find and solve new and important issues in their domain, which they called progressive problem solving. In addition, based on the conception that knowledge and beliefs are different (Nespor, 1987), teachers' beliefs, which influenced teachers' developmental processes and use of knowledge, were examined. Furthermore, Shulman's (1986, 1987) and Turner-Bisset's (2012) notion of teacher knowledge guided the examination of the participants' knowledge bases. Second, recurring themes other than what has been discussed in previous expertise studies were examined. The results indicated three characteristics of these participants. First, since they first entered the field of teaching English, they continued to develop based on reflection and problem-solving. The nature of reflection was critical, in which they examined their teaching based on students' reactions. Their reflection also led them to engage in problem-solving. Rather than simplifying issues to make their jobs easier, they sought ways to effectively enhance students' learning by revising their materials. The nature of their problem-solving was similar to Bereiter and Scardamalia's (1993) description of experts, who engage in progressive problem-solving. Second, these teachers indicated their beliefs related to teacher autonomy and teacher integrity. Autonomy that these participants found in their contexts allowed them to teach based on their beliefs. In addition, autonomy allowed them to achieve agency to find and work on issues that they believed important and challenging. Consequently, their problem-solving enhanced their growth. Moreover, autonomy allowed them to have flow experiences, in which they were able to enjoy the process of problem-solving. Furthermore, the participants demonstrated their strong beliefs related to their sense of integrity towards their professions. Integrity that they felt towards their professions pushed them to work harder and allowed them to positively approach teaching and students. However, the findings also suggested that teacher integrity could be compromised when teachers faced issues such as lack of job security and teacher burnout. The final aspect was the participants' sophisticated knowledge of learners, an integral component for excellent teaching (Shulman, 1986, 1987). The participants' knowledge of learners was categorized into two models suggested by Turner-Bisset (2012). One is social knowledge of learners, and the other is cognitive knowledge of learners. The teachers understood what students were like as well as their cognitive development of learners and used their knowledge of learners to set up learning activities that would help students achieve goals. They also used assessments effectively to develop and refine knowledge of learners. Furthermore, their knowledge of learners allowed them to approach teaching in a flexible manner. This dissertation concludes with pedagogical implications for teachers, teacher educators, school administrators, curriculum designers. In addition, limitations of this study and a proposal for further research are provided.
Book Synopsis Exploring Language Teacher Efficacy in Japan by : Gene Thompson
Download or read book Exploring Language Teacher Efficacy in Japan written by Gene Thompson and published by Multilingual Matters. This book was released on 2020-05-14 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.
Book Synopsis Team Teachers in Japan by : Takaaki Hiratsuka
Download or read book Team Teachers in Japan written by Takaaki Hiratsuka and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan. This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt-who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners. This book therefore offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them-including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world"--
Book Synopsis THE FEMINIST EFL CLASSROOM by : Reiko Yoshihara
Download or read book THE FEMINIST EFL CLASSROOM written by Reiko Yoshihara and published by . This book was released on 2014 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pedagogical theory as my conceptual framework and narrative inquiry as my primary methodological tool. I recruited nine self-identified feminist EFL university teachers in Japan as participants (four Japanese, five non-Japanese). The in-depth interviews, classroom observations, and teaching journals comprised the primary data. I analyzed all of the data and described their feminist teacher identities, teaching beliefs, and teaching practices. I found that even though each participant took a different path in becoming a feminist EFL teacher in Japan, the concept of gender equality and justice was shared by my participants. They believed that it was important to teach about gender-related topics in the EFL classroom or incorporate gender issues into the lessons. Even though some did not teach about gender topics in a straightforward way, they taught English according to feminist principles. A question arises as to what distinguishes feminist teaching and good teaching. What distinguishes them is whether feminist teachers are consciously aware of what they are doing and why. I also found that among some of my participants, their stated beliefs and actual teaching practices were not in synchrony because personal and contextual factors. From a poststructural feminist view, I analyzed compatibility and incompatibility among feminist teacher identities, beliefs, and practices. Through this process, I realized the importance of redefining feminist pedagogy in TESOL and defining it in TEFL in Japan. I hope my dissertation helps expand the knowledge of feminist pedagogy in TESOL and encourages both ESL/EFL teachers and feminist ESL/EFL teachers to practice feminist teaching in their classes.
Book Synopsis Exploring Language Teacher Efficacy in Japan by : Gene Thompson
Download or read book Exploring Language Teacher Efficacy in Japan written by Gene Thompson and published by Multilingual Matters. This book was released on 2020-05-14 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.
Book Synopsis Qualities of Effective Principals by : James H. Stronge
Download or read book Qualities of Effective Principals written by James H. Stronge and published by ASCD. This book was released on 2021-04-28 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills.
Book Synopsis Teaching Selves by : Jane Danielewicz
Download or read book Teaching Selves written by Jane Danielewicz and published by State University of New York Press. This book was released on 2001-07-19 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2001 CHOICE Outstanding Academic Title This is a book about how identities arise, in particular, about how individuals "become" teachers, and how pedagogy in teacher education programs can promote identity development. Teaching Selves argues that being a teacher is not a matter of simply adopting a role but rather involves the construction of an identity as a teacher. Focusing on identity, the book tells the stories of six undergraduate students enrolled in a secondary teacher education program at a large state university. Through a qualitative study made up of interviews, observations, and teaching experiences with the subjects over a three-year period, the author explains the process of becoming a teacher, concentrating on the influences of education courses and other features of the teacher education program. Filled with students' stories and personal reflections from the author, Teaching Selves offers a personal vision of what is possible in a very public endeavor—the education of new teachers.
Download or read book Education Policy in Japan written by OECD and published by Org. for Economic Cooperation & Development. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Japan's education system is one of the top performers compared to other OECD countries. International assessments have not only demonstrated students' and adults' high level of achievement, but also the fact that socio-economic status has little bearing on academic results. In a nutshell, Japan combines excellence with equity. This high performance is based on the priority Japan places on education and on its holistic model of education, which is delivered by highly qualified teachers and supported by the external collaboration of communities and parents. But significant economic, socio-demographic and educational challenges, such as child well-being, teacher workload and the high stakes university exam, question the sustainability of this successful model. Policy makers in Japan are not complacent, and as Japan starts implementing its Third Basic Plan for the Promotion of Education (2018-22), they are carefully analysing tomorrow's threats to Japan's current success. This report aims to highlight the many strengths of Japan's education system, as well as the challenges it must address to carry out reforms effectively and preserve its holistic model of education. The ultimate goal is to ensure that the education system delivers the best for all students, and that Japanese learners have the knowledge, skills, attitudes and values they need for the 21st century.
Book Synopsis Non-native Educators in English Language Teaching by : George Braine
Download or read book Non-native Educators in English Language Teaching written by George Braine and published by Routledge. This book was released on 2013-10-08 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The place of native and non-native speakers in the role of English teachers has probably been an issue ever since English was taught internationally. Although ESL and EFL literature is awash, in fact dependent upon, the scrutiny of non-native learners, interest in non-native academics and teachers is fairly new. Until recently, the voices of non-native speakers articulating their own concerns have been even rarer. This book is a response to this notable vacuum in the ELT literature, providing a forum for language educators from diverse geographical origins and language backgrounds. In addition to presenting autobiographical narratives, these authors argue sociopolitical issues and discuss implications for teacher education, all relating to the theme of non-native educators in ETL. All of the authors are non-native speakers of English. Some are long established professionals, whereas others are more recent initiates to the field. All but one received part of the higher education in North America, and all except two of the chapters are at least partially contextualized in North America. Particularly relevant for non-native speakers who aspire to enter the profession, graduate students in TESOL programs, and teacher educators, the unique nature of this book's contributors and its contents will interest researchers and professionals in applied linguistics generally and in ELT, and all those who are concerned with the role of non-native speakers in English-language teaching.
Download or read book The NNEST Lens written by Ahmar Mahboob and published by Cambridge Scholars Publishing. This book was released on 2010-02-19 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: The NNEST Lens invites you to imagine how the field of TESOL and applied linguistics can develop if we use the multilingual, multicultural, and multinational perspectives of a NNEST (Non Native English Speakers in TESOL) lens to re-examine our assumptions, practices, and theories in the field. The NNEST lens as described in and developed through this volume is a lens of multilingualism, multinationalism, and multiculturalism through which NNESTs and NESTs—as classroom practitioners, researchers, and teacher educators—take diversity as a starting point in their understanding and practice of their profession. The 16 original contributions to this volume include chapters that question theoretical frameworks and research approaches used in studies in applied linguistics and TESOL, as well as chapters that share strategies and approaches to classroom teaching, teacher education, and education management and policy. As such, this volume will be of interest to a wide range of students, practitioners, researchers, and academics in the fields of education and linguistics.
Book Synopsis Nonnative Speaker English Teachers by : George Braine
Download or read book Nonnative Speaker English Teachers written by George Braine and published by Routledge. This book was released on 2010-04-05 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book traces the origins and growth of the nonnative speaker teacher movement in TESOL since its birth a decade ago, summarizes the research that has been conducted, highlights the challenges faced by NNS teachers, and promotes NNS teachers’ professional growth.
Book Synopsis Linguistic Imperialism Continued by : Robert Phillipson
Download or read book Linguistic Imperialism Continued written by Robert Phillipson and published by Routledge. This book was released on 2013-01-11 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together key writings since the 1992 publication of Linguistic Imperialism – Robert Phillipson’s controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments. This book is not for sale in India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Bhutan.
Book Synopsis The Multilingual Instructor by : Claire Kramsch
Download or read book The Multilingual Instructor written by Claire Kramsch and published by Oxford University Press. This book was released on 2018-01-04 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Claire Kramsch and Lihua Zhang use an ecological approach and a complexity thought model to examine the identities, experiences, and practices of foreign language teachers as native or non-native speakers, multilingual instructors, and professional educators. What is their sense of legitimacy? How do they bridge the historical and cultural gaps between them and their students? What stories do they share in the classroom? Which do they not share? How do they view their ethical responsibility? Drawing on primary research with teachers at the college level in the US, the book explores some of the key issues related to teaching languages in an era of increasing global mobility, institutional control, and educational uncertainty. “In this landmark publication, Kramsch and Zhang show us the challenges facing the multilingual instructor and the importance of understanding their experiences in order to improve the quality of teaching and learning as transformative practices. The ecological framework provides a very useful model for future studies, while the attention to the ethical role of the multilingual instructor is a timely reminder to us all.” Li Wei, Chair of Applied Linguistics, UCL Institute of Education, University College London Claire Kramsch is Emerita Professor of German and Professor of the Graduate School of Education at University of California, Berkeley Lihua Zhang is Lecturer of Chinese and Chinese Language Program Coordinator at University of California, Berkeley Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman
