Abstract
This chapter presents the practicum sequence in the MA TESOL Program at Kanda University of International Studies (KUIS) in Japan. The KUIS MA TESOL Program is designed as an in-service programme for teachers in various Japanese contexts. The focus on in-service teachers is a response to the often limited practical preparation that is typical in initial licensure in Japan. The practicum sequence is unique in terms of its length, scheduling, reliance on indirect observational techniques, and its focus on helping teachers to develop a professional identity grounded in reflective practice in a community of teachers. The practicum sequence comprises three courses taught over three semesters. The same three instructors have taught these classes over eight years and developed an articulated curriculum across them. Class meetings are held in six-hour blocks on Sundays to accommodate working teachers, with each course meeting once a month over a five-month semester. Between class meetings, students are expected to engage in shared reflective journals and online discussion in addition to reading and written assignments. Observations are carried out in class meetings using video and audio recordings of class sessions, allowing feedback from other teachers in the course as well as the course instructor.
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Snyder, B., Hale, C.C., Myskow, G. (2019). A TESOL Practicum in Japan. In: Cirocki, A., Madyarov, I., Baecher, L. (eds) Current Perspectives on the TESOL Practicum. Educational Linguistics, vol 40. Springer, Cham. https://doi.org/10.1007/978-3-030-28756-6_9
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