P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
20120707justec imai etal
1. JUSTEC2012 @ Naruto University of Education
14:30-15:00 July 8, 2012
A case study of an in-service Japanese
teacher who learns in an American university
IMAI Eri, Undergraduate Student, Ehime University
TOMIDA Eiji, Associate Professor, Ehime University
TAMAI Satomi, Director, Amic International Inc.
KATSUMI Keiko, School Teacher, Angel Academy
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2. Background
• multi-cultural experience is important for in-service teachers
– Preparing cultural diversity in Japanese schools
– Good for effective teaching foreign languages and cultural diversity
– However, international professional development (PD) is not common in
those who teaching non-language subjects
• Studies on the effect of overseas teaching experience
– Positive benefits for in-service teachers
– However, most studies are confined to language teachers
• Research aim
– To examine how an in-service teacher has managed her learning and
repositioned her identity as a teacher in a foreign university
– Understanding her learning process would help promoting overseas PD for
in-service Japanese school teachers
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3. Method
• Participant
– a Japanese who has been teaching in a private
preschool in Japan since 2002
– Now attending a master program at a regional public
university in Louisiana, USA.
– She joined a series of interviews
• 1st interview 2011.10.29
• 2nd interview 2011.11.23
• 3rd interview 2011.12.27
• 4th interview 2012.02.24
• 5th interview 2012.04.18
• Qualitative analysis of Interviews
– Responses in the interviews is transcribed
– Analytical Framework: Self-Regulated Learning
– Reported episodes is sorted an analytic scheme
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4. Analytical scheme and procedure
• Self-Regulated Learning
– “the degree to which students are metacognitively,
motivationally, and behaviorally active participants in their
own learning process” (Zimmerman, 1986)
• SRL strategies (Pintrich & De Groot, 1990)
– Cognitive strategy
– Meta-cognitive strategy
• Goal Setting / Goal Orientation
– Resource management strategy
– Self-Motivating strategy (Ito, 2004)
• Examine the relationship between strategy use and
other features like performance
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5. Result 1: Change in Self-motivating Strategy
• Before going abroad
– The participant does not refer to what she wants to do when
coming back to Japan
– Expression of anxiety and doubt of the effectiveness
• Four months later
– She started to imagine: “I want to work with foreign worker to
make chance to talk in English” “I like to prepare a learning
environment for children to speak English naturally in Japan”
• Six month later
– “I enjoy to dream what I can do in early childhood
education” “I want to open up a Japanese courses for
foreign workers and parents in my home town” “I want to
many things related to English in Japan”
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6. Result 2: Change in Goal Orientation
• Before going abroad
– The teacher had sought missing parts in herself for 3 years after
she got used to teaching job.
“I have wanted to become a principal. But I have had no
confidence and felt something is missing in me. I think the
missing might be English-language skills. But not sure”.
• Three months later
– Entered into self-involvement term, rather than self-searching
“Now I’m working so hard rather than finding the messing in me”
“I want to return a favor to the people in my workplace who gave
me the opportunity to learn abroad”.
• Six month later
– From exploring the missing to fulfilling personal interest
“I am feeling it is less important for me to find the missing as a
teacher. Rather, I like to improve myself. This made me
comfortable”.
“I stop pushing myself to find the missing”.
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7. Discussion
• What might contribute to her changes
– Major changes happened after 4 to 6 month
• Improved performance accompanied by the changes
– Third month: Won a top grade in an ESL class
– Fourth month: Success in presentation in front of the members
of a local educational board.
– Sixth month: Professor’s feedback changed positively like “well
done”
• Effort with positive outcomes might contribute her to be
encouraged to become a proactive teacher
• Responsive feedbacks by teachers and people around
also seem to contribute to her changes
– Professors’ feedbacks to her in a classroom
– “Town officers (of her hometown) said they would like to
support my plan to open up Japanese courses for foreign people
in town”
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8. Implicated effects of professional
development abroad on Japanese teachers
• Change in Self-motivating Strategy
• Change in Goal Orientations
• Improvement in language skills
• Developing Research-Oriented Mind
– Teacher education in US is much more research-oriented
– Teachers would form an attitude to collect
instructional resource from academic journals
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9. Next task in research
• Reference to similar studies
– To compare the effects observed
– To explore the generalizable facts
• Further data collection
– Follow-up study after the participant come back
to her school
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10. Thank you!!
• This study was supported by JSPS Grant-in-Aid
for Scientific Research (C)
– Grant number 24530826, TOMIDA Eiji, 2012-2015
– “Construction of the ability of collaborative public
talk for teacher training”
「教員養成のための協同的パブリック・トークの力量形成」
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