Actualizing Exploratory Practice (EP) principles with team teachers in Japan

Hiratsuka, Takaaki

doi:10.1016/j.system.2016.01.004

Cited by 16 publications

(15 citation statements)

References 18 publications

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“…This 'nourishing' aspect of EP was also noted in studies where teachers and trainee-teachers investigated their classrooms in China (Wu, 2006;Zhang, 2004;Zheng, 2012). Likewise, teachers were the focus of a study in high schools in Japan (Hiratsuka, 2016), where EP was used to investigate the complexities of team-teaching on the Japan Exchange and Teaching (JET) programme. Hiratsuka noted the need for patient and thorough investigations, which acknowledge the interpersonal relations between participants as well as "the timing and type of data collection" (2016, p.117).…”

Section: Exploratory Practice Around the Worldmentioning

confidence: 81%

Integrating research and pedagogy: An Exploratory Practice approach

Hanks

2017

System

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Section: Exploratory Practice Around the Worldmentioning

confidence: 81%

Integrating research and pedagogy: An Exploratory Practice approach

Hanks

2017

System

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“…The pre-service teachers are affected by the knowledge of overwork gained from seniors and other in-service teachers. For one, they need to hear more stories about in-service teachers who have balanced and fulfilling professional and personal lives (see Hiratsuka, 2016;Hiratsuka & Barkhuizen, 2015). Additionally, administrators and policymakers need to implement and enforce meaningful changes in teachers' workloads.…”

Section: Discussionmentioning

confidence: 99%

“…University studies can be informative and reassuring for pre-service teachers. However, their futures are always unknown, and the process of teacher identity construction is emotionally laden (see Benesch, 2012Benesch, , 2017Hiratsuka, 2016Hiratsuka, , 2022Hiratsuka, , 2023bHiratsuka & Barkhuizen, 2015;Song, 2016;Wolff & De Costa, 2017). For pre-service teachers, their teacher identity developments are directed by both the ambitions and interests of the individual and by various external forces.…”

mentioning

confidence: 99%

A Future of Hope and Dread: How K-12 Pre-service Language Teachers are Situating Their Identities within Modern Japanese Value and Belief Systems

Nall,

Hiratsuka

2024

TESL-EJ

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The current study is located among the body of language teacher identity research by focusing on the identities of pre-service language teachers in Japan. This study looks at how pre-service language teacher identities are situated among Japanese values and belief systems and investigates how participants are coping with disrupted language teacher identities as they are preparing to embark on teaching careers. Three pre-service teachers took part in this study, and data originated from narrative frames and semi-structured interviews. These participants are preparing for future employment as K-12 English teachers in Japan. Drawing upon grounded theory and Gross’ (2015) process model of emotional regulation, findings illustrate the conflicted manner in which preservice teachers are constructing their nascent language teacher identities against the backdrop of Japanese values and belief systems and the realities of teaching in Japan. In this context, the participants are approaching their future careers with deeply held emotions of both hope and dread, complicating the development of empowered language teacher identities. Additionally, this study found that the participants were able to employ Gross’ (2015) emotional regulation strategies to varying degrees of success. This article concludes with implications for pre-service teachers and pre-service teacher training programs in Japan and abroad.

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“…They reported high levels of motivation, and no detriment to the language learning goals (quite the contrary), as a result of these activities. Elsewhere, Hiratsuka (2016) worked with state-school teachers to investigate intercultural issues in team-teaching in Japan. He concluded that actualising the EP framework of principles worked better when the team-teachers both engaged, that their attitudes towards their partner, and that the timing of any data collection affected the success of the actualisation.…”

Section: Integrating Research Into Language Teaching and Learningmentioning

confidence: 99%

Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis

Hanks

2021

Lang. Teach.

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Classroom research has long been recommended as a fruitful avenue for English language teaching (ELT) in applied linguistics. Yet recognition of the value of practitioners exploring their own praxis has only recently come to the fore. In this plenary, I focus on Exploratory Practice, a form of ‘fully inclusive practitioner research’, in which learners as well as teachers are invited to integrate research and pedagogy. Drawing on studies from around the world, I spotlight the potential of learners and teachers to contribute to debates in the fields of language teaching and learning, applied linguistics and social sciences alike. This co-production between learners and teachers illuminates the nexus of research and pedagogy (praxis), providing plentiful puzzles for exploration.

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Actualizing Exploratory Practice (EP) principles with team teachers in Japan

Cited by 16 publications

References 18 publications

Integrating research and pedagogy: An Exploratory Practice approach

Integrating research and pedagogy: An Exploratory Practice approach

A Future of Hope and Dread: How K-12 Pre-service Language Teachers are Situating Their Identities within Modern Japanese Value and Belief Systems

Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis

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