International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Japan
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12 items
1
This article examines emotionally challenging expectations in the relationships beginning teachers have with students’ parents.
The data consist of narrative interviews with 17 Japanese beginning teachers.
Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents’ expectations.
The authors found that beginning teachers described facing three emotionally challenging expectations in their relationships with students’ parents:
1) they do not fully understand what is expected of them;
2) they are expected to turn to colleagues for help with difficult issues involving parents; and 3) they are expected to endure and learn from criticism.
To cope with these emotionally challenging expectations, beginning teachers perform emotional labour.
The article presents a wider understanding of teachers’ work as a relational practice and offers insights that can be used to move beyond the discourse that frames beginning teachers from a ‘deficit’ perspective.
Published: 2021
Updated: Mar. 15, 2022
2
The authors designed a lab-based pilot and classroom-based feasibility study to examine an effective way to introduce mindfulness meditation. The authors conclude that the findings of these two studies of the guided mindfulness meditation — one a pilot and the other comparative trial — suggest that mindfulness meditation is feasible to introduce to early childhood education students with some modifications.
Published: 2017
Updated: Oct. 21, 2018
3
This article aims to describe the nature of emergent practice arising from conflicts student-teachers experienced in a teaching practicum and its implications for teacher learning. The authors used critical incident (CI) writing in ePortfolios as a means for student-teachers to record conflicts experienced and what was learned from them. The authors identified new teaching principles students developed through this experience. Furthermore, the authors also identified techniques and strategies they felt helped them teach effectively at their schools. Lastly, the critical incident also gives a view into the teaching principles, strategies, and world-view which comprise student-teacher emergent practice. The authors also regard the issue of theory to practice.
Published: 2017
Updated: Apr. 22, 2018
4
This study aims to establish how university students’ and educators’ perceptions of YouTube in two different cultures, Japan and USA, affect their intentions to use this technology. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). The authors conclude that even though UTAUT’s four predictors can explain YouTube acceptance to a high degree, the influence of each predictor on YouTube acceptance varies significantly according to the cultural environment and the role of the teachers and the learners.
Published: 2015
Updated: Jan. 24, 2017
5
In this article, the author discusses how to enhance Japanese teacher education. After sketching teacher education from the mid-1940s to the 1960s, he sums up the main topics people discussed through each decade of the 1970s, 1980s, 1990s. The author concludes by proposing an ideal network for promoting teaching expertise. He proposed establishing education networks in which universities, junior colleges, schools, education authorities, youth and children, teachers, parents and communities could join together with equal partnership to discuss almost all of local education plans. The author hopes that in such ways, all teachers could be educated, trained and recruited as independent intellectuals who could serve education within the national–international–global contexts of higher education-based teacher education.
Published: 2014
Updated: Sep. 14, 2016
6
This article reexamines the data set of a longitudinal study of four novice EFL teachers’ motivation in the context of Japan. The article attempts to illuminate novice teachers’ changing motivation and self-concept as situated in the routines of their first teaching posts. A major finding of this study is the weakened effects of ideal selves as future self-guides. Another salient characteristic which was found about novice teachers’ motivation and self-concept was the power of reflexivity. The four novice teachers’ stories in the second stage showed that the responsibilities, constraints, pressure, and joy of the reality of secondary school teaching induced serious reflective thoughts in their minds.
Published: 2013
Updated: Dec. 08, 2014
7
The aim of the current research is twofold:
1. Present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it in direct relation to teaching practice.
2. Present and analyse a case of open lesson using this theoretical approach.
In order to conduct their analysis, the authors have developed a new technology about the open lesson practice and some elements of theory as well.
For this study, the authors collected data from three sources:
the lesson plan of the teacher;
the real-time observation of the lesson;
the discussion after the lesson.
In conclusion, the current study indicates why open lessons represent, to Japanese teachers, an attractive element of a professional learning community of teachers.
Published: 2013
Updated: Aug. 19, 2014
8
In this article, the author examined the reflective activity of a group of prospective secondary mathematics teachers as they jointly planned a public school lesson to illustrate how incidents of reflection can be refined and linked into more powerful and purposeful progressions of ideas.
Published: 2011
Updated: Oct. 17, 2012
9
In the current paper, the author traced an English as a foreign language (EFL) teacher’s professional development by examining her narrative and identifying the transformation of her awareness or kizuki. The term Kizuki in Japanese culture implies a sudden feeling of inner understanding of a phenomenon and can be roughly translated as ‘becoming aware of’, ‘noticing’ or ‘realizing’. To show how powerful and important the concept is for teacher development in the Japanese context, the author studied team‐taught project‐based EFL learning in a Japanese junior high school for nine months.
Published: 2011
Updated: Aug. 29, 2012
10
The current article describes a study that examined what emotions the experienced EFL teachers perceive in their work and the implications this has for their development. Nine university EFL teachers in Tokyo participated in the study. It was found that amongst these experienced teachers the two ‘positive’ emotions of liking and caring for students were especially common. However, the teachers expressed negative emotions regarding their colleagues and institutions.
Published: 2011
Updated: Nov. 29, 2011