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E-grāmata: Teacher Awareness as Professional Development: Assistant Language Teachers in a Cross-Cultural Context

  • Formāts: PDF+DRM
  • Izdošanas datums: 08-Dec-2021
  • Izdevniecība: Springer Nature Switzerland AG
  • Valoda: eng
  • ISBN-13: 9783030884000
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Teacher Awareness as Professional Development: Assistant Language Teachers in a Cross-Cultural ContextPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 08-Dec-2021
  • Izdevniecība: Springer Nature Switzerland AG
  • Valoda: eng
  • ISBN-13: 9783030884000
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This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. 

The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).
1 Introduction
1(6)
References
6(1)
2 English Language Education Reform and Assistant Language Teachers in Japan
7(12)
Introduction
7(1)
English Education in Japan
8(1)
Assistant Language Teachers in Japan
9(3)
Seminal Works in the Study of Assistant Language Teachers in Japan
12(3)
Summary
15(1)
References
15(4)
3 Teacher Awareness, Kizuki: A Form of Professional Development
19(10)
Introduction
19(1)
Teacher Awareness, Kizuki
20(3)
The Three Loops of Awareness
23(3)
Cognitive Awareness
23(1)
Emotional Awareness
24(1)
Collegial Awareness
25(1)
Summary
26(1)
References
27(2)
4 Overview of the Study
29(12)
Introduction
29(1)
Language Teacher Identity
30(3)
Investment
33(1)
Teacher Awareness
34(2)
Data Collection and Method of Analysis
36(2)
Summary
38(1)
References
38(3)
5 Tracing Process 1: Their Stories Begin
41(16)
Introduction
41(1)
May's Transformation of Her Perspectives on Teaching
42(4)
Andrew's Perspectives on the New Classroom Culture
46(4)
Simon's Grounded Teacher Belief
50(4)
Beginning of Teaching Stories in the New Cultural Context
54(1)
Summary
55(2)
6 Tracing Process 2: Experiencing Kizuki---Cognitive, Emotional, and Collegial Loops of Awareness
57(38)
Introduction
57(1)
May's Kizuki and Her Problem-Solving Perspectives
58(10)
Cognitive Awareness
59(3)
Emotional Awareness
62(2)
Collegial Awareness
64(4)
Andrew's Kizuki and Strength in the Face of Hardship
68(10)
Cognitive Awareness
70(2)
Emotional Awareness
72(3)
Collegial Awareness
75(3)
Simon's Kizuki and Learning from Colleagues as a Language Teacher
78(12)
Cognitive Awareness
79(3)
Emotional A wareness
82(4)
Collegial Awareness
86(4)
Transformation for Advancing in Professional Development
90(1)
Summary
91(1)
References
92(3)
7 Tracing Process 3: Investments and Crossing the Boundaries in the Classroom
95(18)
Introduction
95(1)
The Investment of Assistant Language Teachers
95(2)
May's Investments and Breaking Through to a New World
97(4)
Andrew's Investments and Identity Construction as an ALT
101(4)
Simon's Investments and Building Relationships with Learners
105(3)
What Were the Results of Their Investments'?
108(2)
Summary
110(1)
References
111(2)
8 Tracing Process 4: Fostering Collegiality in Cooperative Practice
113(8)
Introduction
113(1)
Collegiality for ALTs
114(2)
Collegiality: Enriching the Classroom
116(2)
What Collegiality Creates in Team-Teaching Lessons
118(1)
Summary
119(1)
References
120(1)
9 Tracing Process 5: Sociocultural Perspectives on ALTs' Professional Development
121(12)
Introduction
121(1)
The Nature of Team Teaching
121(2)
Social Relationships in Team-Teaching Practices
123(2)
ALTs' Teacher Development in the Zone of Proximal Development
125(2)
ALTs' Yarigai in Professional Development
127(3)
Summary
130(1)
References
130(3)
10 Narrative Inquiry as an Inquiry-Based Approach to Teacher Development
133(12)
Introduction
133(1)
What and How Do Teachers Narrate?
134(2)
Transformative Process Grounded in Kizuki Through Teacher Narratives
136(3)
Social Practice: Interviewee and Interviewer
139(4)
Summary
143(1)
References
143(2)
Epilogue 145(4)
Index 149
Nami Sakamoto is an Associate Professor in the Department of Secondary Education in the Faculty of Education at Okayama University of Science, Japan, with a focus on professional development of language teachers. She has published in Teacher Development (2011) Professional Development Through Kizuki Cognitive, Emotional, and Collegial Awareness.
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