The Impact of “Imagination of Students” in the Development of the Professional Identity of Four Japanese Teachers of English in Japanese Higher Education
Title
The Impact of “Imagination of Students” in the Development of the Professional Identity of Four Japanese Teachers of English in Japanese Higher Education
The Impact of “Imagination of Students” in the Development of the Professional Identity of Four Japanese Teachers of English in Japanese Higher Education
Keywords: Japanese teachers, professional identity, beliefs, attitudes
Authors
Dr. Diane Hawley Nagatomo
Ochanomizu University
Dr. Diane Hawley Nagatomo
Ochanomizu University
Bio Data
Diane Hawley Nagatomo has been living and teaching in Japan since 1979. She is an Associate Professor at Ochanomizu University. She has a PhD in linguistics from Macquarie University and is currently interested in teachers’ professional identity,teachers’ beliefs, and EFL materials development.
Abstract
This study investigates how relatively new Japanese teachers of English in higher education in Japan develop their professional identity. Teachers professional identity has come to be seen as one of the most critical components in shaping classroom practices (Varghese, Morgan, Johnston & Johnson, 2005). Language teachers, who were previously viewed as technicians who applied appropriate pedagogical methodologies, are now recognized as individual agents who hold individual beliefs, knowledge and attitudes toward teaching, learning, and their students, all of which affect every aspect of classroom teaching (e.g. Woods, 1996; Golembek, 1998; Gatbonton, 1999; Borg, 2003; Tsui, 2007).
This study investigates how relatively new Japanese teachers of English in higher education in Japan develop their professional identity. Teachers professional identity has come to be seen as one of the most critical components in shaping classroom practices (Varghese, Morgan, Johnston & Johnson, 2005). Language teachers, who were previously viewed as technicians who applied appropriate pedagogical methodologies, are now recognized as individual agents who hold individual beliefs, knowledge and attitudes toward teaching, learning, and their students, all of which affect every aspect of classroom teaching (e.g. Woods, 1996; Golembek, 1998; Gatbonton, 1999; Borg, 2003; Tsui, 2007).
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Category: Monthly Editions, Volume 51
