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Author: Takaaki Hiratsuka
Publisher: Taylor & Francis
ISBN: 1000912132
Category : Education
Languages : en
Pages : 250
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Book Description
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.
Author: Takaaki Hiratsuka
Publisher: Taylor & Francis
ISBN: 1000912132
Category : Education
Languages : en
Pages : 250
Get Book
Book Description
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.
Author: Takaaki Hiratsuka
Publisher: Routledge
ISBN: 1000548465
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs’ experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time, and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe.
Author: Sheila Brumby
Publisher:
ISBN: 9780582082663
Category :
Languages : en
Pages : 96
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Book Description
This work has been written to help support a major development in ELT in Japan. It looks at the roles of the Japanese teacher of English (JTE) and the native speaker assistant English teacher (AET) and suggests ways for them to achieve harmony, co-operation and success in team training. Both JET and AET are encouraged to examine their aims and expectations and to understand those of their team-teaching partner.
Author: Akira Tajino
Publisher: Routledge
ISBN: 1317513193
Category : Education
Languages : en
Pages : 196
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Book Description
This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.
Author: Naoki Fujimoto-Adamson
Publisher: Cambridge Scholars Publishing
ISBN: 152755497X
Category :
Languages : en
Pages : 274
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Book Description
This book reveals the underlying connections among global issues, national policy-making, and local practices related to partnership, or team-teaching, in English language lessons in the Japanese Junior High School context. It investigates the complex relationship among team-teachers, students, and wider stakeholders, such as the local Board of Education, Ministry of Education and other non-educational influences at the political, social and economic levels. The book offers essential knowledge for scholars, students and policy makers who are interested in, or have experienced, team-teaching in the Japanese school context. Additionally, team-teaching in English classrooms is widely implemented not only in Japan, but also other Asian countries. Similar types of joint instruction are also seen in collaborative teaching in British schools and in European schools in which Content and Language Integrated Learning (CLIL) has been carried out. In this sense, this study into the particular Japanese context provides both valuable insights into the multi-layered influences on Japanese secondary school English education, and also a model of research methodology into team-teaching contexts in wider contexts.
Author: Atsuko Watanabe
Publisher: Multilingual Matters
ISBN: 1783096993
Category : Education
Languages : en
Pages : 200
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Book Description
This book presents a researcher’s work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author’s development of new methods of engaging her participants and making use of their own experiences and knowledge. Both an in-depth examination of reflective practice in the context of Japanese cultural conventions and a narrative account of the researcher’s reflexivity in her engagement with the study, the book introduces the concept of ‘the reflective continuum’ – a non-linear journey that mirrors the way reflection develops in unpredictable and individual ways.
Author: Diane Hawley Nagatomo
Publisher: Multilingual Matters
ISBN: 1783095229
Category : Foreign Language Study
Languages : en
Pages : 257
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Book Description
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.
Author: Gary DeCoker
Publisher: Teachers College Press
ISBN: 9780807742006
Category : Education
Languages : en
Pages : 244
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Book Description
Explores the implications of a national US curriculum through the study of Japanese education. It suggests that the US educational system lacks certain organizational mechanisms that support student achievement and would facilitate teacher involvement in the educational reform process.
Author: Roger Barnard
Publisher: Taylor & Francis
ISBN: 131539765X
Category : Education
Languages : en
Pages : 171
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Book Description
The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. It presents a series of empirical case studies illustrating many different ways of implementing the reflective practice cycle, and how they can be researched by practitioners and academics. Increasing attention is given by teachers and teacher educators to the construct and implementation of reflective practice as a form of bottom-up, autonomous professional development. The aim of the book is to explain a range of options for implementing the reflective practice cycle in educational settings in various international contexts. Written by international academics, these studies show how reflection can be interpreted in different cultural contexts. The book concludes with a discussion by Anne Burns of the implications of these case studies for action research. It is hoped that the book will enable practitioners, and their mentors, to consider how best to implement reflective procedures in the specific contexts in which they work. Chapters in the book include: • Lesson planning: The fundamental platform for reflecting for action • Reflecting on action: Lesson transcripts • Pair discussions for reflecting on action: Stimulated recall • Observation leading to reflection This book will be key reading for researchers in the fields of teacher education.
Author: Akira Tajino
Publisher: Springer
ISBN: 9811362726
Category : Philosophy
Languages : en
Pages : 149
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Book Description
This volume represents the first attempt in the field of language pedagogy to apply a systems approach to issues in English language education. In the literature of language education, or more specifically, second or foreign language learning and teaching, each topic or issue has often been dealt with independently, and been treated as an isolated item. Taking grammar instruction as an example, grammatical items are often taught in a sequential, step-by-step manner; there has been no “road map” in which the interrelations between the various items are demonstrated. This may be one factor that makes it more difficult for students to learn the language organically. The topics covered in this volume, including language acquisition, pedagogical grammar, and teacher collaboration, are viewed from a holistic perspective. In other words, language pedagogy is approached as a dynamic system of interrelations. In this way, “emergent properties” are expected to manifest. This book is recommended for anyone involved in language pedagogy, including researchers, teachers, and teacher trainers, as well as learners.
