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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




                                                       1
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

                                                                             2
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

                                                           3
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


                                                                     4
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”
                                                                  5
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”.
                                                                         6
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”
                                                                       7
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


                                                              8
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


                                                      9
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」




                                                       10

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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 1
  • 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 2
  • 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 3
  • 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 4
  • 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” 5
  • 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”. 6
  • 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” 7
  • 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 8
  • 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 9
  • 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」 10