| Project/Area Number |
24720265
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Kumamoto University (2013-2015)
Prefectural University of Kumamoto (2012) |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 英語教員養成 / 英語科教育実習 / 不安 / 言語教師認知 / 英語教育 / 懸念 / リフレクション / 英語教員養成課程 / 教師成長 / 日本 |
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| Outline of Final Research Achievements |
This qualitative case study investigated anxiety-related factors affecting preservice teachers to become English teachers in Japan. The participants were two undergraduate students enrolled in a university-based EFL teacher education program. This study was conducted in such a way that the term of investigation covered the participants' teaching practica so as to uncover the development and/or the transformation processes of anxiety during the practica. Single-case analysis and across-case analysis indicate that there are three meta-themes: Teaching Methodology, English Language Proficiency, and The Eyes of Other People. Each meta-theme contains such themes as professional identity and teacher self-efficacy. This study revealed that there were both facilitative and debilitative anxieties, various causes of anxieties, and the development/transformation processes of anxiety relating to the experience of teaching practica.
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