| Project/Area Number |
25370728
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | J. F. Oberlin University |
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Principal Investigator |
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| Project Period (FY) |
2013-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | teacher development / teacher cognition / teacher identity / possible selves / narrative inquiry / teacher belief / possible selves theory / 英語教育 / 教員養成 / 教員信条 |
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| Outline of Final Research Achievements |
This study set out to examine the change in student teachers' future self images as English teachers, in particular, those as users of communicative language teaching. Data were collected from three participants for four years, who were initially preservice teachers in a university teacher training course but then became secondary English teachers. The collected data were analyzed qualitatively drawling mainly from narrative inquiry within the theoretical framework of possible selves theory. One of the most crucial findings of this study was that while these three participants all faced the need to modify their ideal English teacher selves, they all maintained the core of their ideal selves and started to feel the need for further learning in order to pursue their future goals. This finding along with others offers implications for relevant parties who collectively aim to help realize the ongoing MEXT curriculum reform toward more communicatively oriented English teaching.
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