2023 Fiscal Year Final Research Report
From Preservice Teacher Training to Inservice Teacher Development: The Effect of Teaching Culture on Teacher Learning
| Project/Area Number |
19K00866
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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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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Nagoya University of Foreign Studies |
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Principal Investigator |
Sato Kazuyoshi 名古屋外国語大学, 外国語学部英米語学科, 教授 (40329868)
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| Project Period (FY) |
2019-04-01 – 2024-03-31
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| Keywords | preservice education / inservice eduation / professional development / teaching culture / teacher learning / teacher collaboration |
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| Outline of Final Research Achievements |
Although the Japanese government decided to make English a formal subject for fifth and sixth graders from 2020, there has been little discussion about how to prepare English teachers.In fact, Curtain and Dahlberg (2003) pointed out that lack of skillful teachers has been a serious issue in teaching foreign languages to elementary school students all over the world. This longitudinal study kept track of five novice elementary school teachers who received a two-yearlong preservice teacher preparation program and revealed how they try to “apply the teaching methods they were trained to use” (Farrell, 2012, p. 447) or not in their school contexts. Regarding teaching cultures, only one teacher received support from her school, while the other four teachers were very busy and did not talk about English classes nor collaborated to make materials. Savignon (2013) noted that “individual teacher beliefs and practices were strongly influenced or reinforced by the school culture” (p. 139).
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| Free Research Field |
教師教育
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| Academic Significance and Societal Importance of the Research Achievements |
There is little documentation about how preservice teachers continue to learn to teach as novice teachers in their workplaces (Farrell, 2012). This study has revealed the significance of supportive teaching culture so that novice teachers can achieve professional development in their workplace.
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