2016 Fiscal Year Final Research Report
Case Study on Novice Secondary School English Teachers' Possible Selves
| 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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| Keywords | teacher development / teacher cognition / teacher identity / possible selves / narrative inquiry |
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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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| Free Research Field |
英語教育学
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