Evaluating Change with Japanese Teachers of English
Chapters 5 and 6 analysed the approaches to, and impact of, change, with reference to MA TEFL/TESL students and Chinese lecturers and professors of English. In this final chapter we turn to the Japanese context and investigate the process of change with Japanese junior and senior high school teachers of English. The chapter presents the procedure and findings of a series of case studies that took place with Japanese teachers of English participating in a one-year overseas in-service training programme sponsored by the Japanese Ministry of Education: the Japanese Secondary Teachers’ ( JST) programme. The JST programme was created in direct response to a curriculum reform which proposed a shift away from long-established grammar-translation curriculum practice towards teaching for communicative competence. It begins with an overview of the teaching of English, and teacher education and training in Japan (Lamie, 1998), and proceeds by describing and evaluating the JST programme. Through semi-structured interviews, questionnaires and observations, changes in attitudes and practices of the teachers involved are analysed. The findings highlight key impact areas in the process of change, introduced in Chapter 4, such as confidence, school culture, UEEs, textbooks and professional development.
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