Japan's teacher acculturation: critical analysis through comparative ethnographic narrative

Howe, Edward R.

doi:10.1080/02607470500127251

Cited by 31 publications

(25 citation statements)

References 3 publications

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“…Nor is it my intention to provide a detailed description of teacher education within either of these regions. In fact, a recent issue of JET carried an excellent summary of the wide array of teacher education programmes in Canada (Van Nuland 2011), and I have described Japanese teacher education previously in JET (Howe 2005b). So, in this narrative paper, I focus on teacher education incorporating global citizenship education at one university in Japan and another in Canada.…”

Section: Introductionmentioning

confidence: 94%

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Howe

2012

Journal of Education for Teaching

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Section: Introductionmentioning

confidence: 94%

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Howe

2012

Journal of Education for Teaching

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“…One consideration on this finding should be the cultural elements of monocultural hierarchical societies in Eastern countries, wherein student respect for teachers is often a basic expectation of the classroom environment (Fwu and Wang 2002;Shimahara 2002). This may help to explain why factors involving multicultural learners, diverse student needs, and conceptions of classroom management may not converge in the same fashion across cultures (Howe 2005;Sternberg 2007). …”

Section: Discussionmentioning

confidence: 95%

“…While there is a perception among both pre-and in-service teachers that actual teaching skill comes through experience (Howe 2005), trainees must also engage with class subject matter at a high level in order to pass the high-stakes TESE. Universities are expected to prepare students for entry into the workplace rather than train them to do a specific job (Hawley and Hawley 1997).…”

Section: Teacher Education In Japanmentioning

confidence: 99%

Assessing Outcomes of Teacher Education: Quantitative Case Studies From Individual Taiwanese and Japanese Teacher Training Institutions

Huang

Oga-Baldwin

2014

Asia-Pacific Edu Res

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Much of the research on assessing and comparing teacher education has focused on schools of education in westernized contexts. While teacher training programs in East Asia have received comparatively less attention than those in North America, Europe, and Australia, they may also offer practical insight through their similarities and differences. This study reports on an international quantitative comparison of undergraduate teacher education outcomes at individual Japanese and Taiwanese universities of education, viewed from both students' perspectives and outcomes on high-stakes qualification examinations. A sample of graduating students from one Japanese (n = 408) and one Taiwanese (n = 525) teacher training institution each completed surveys regarding the degree of preparation for teaching attributed to their undergraduate experience. Survey instruments were taken from previous research assessing teacher education programs. Exploratory and confirmatory factor analyses indicated good fit for a three-factor model in both contexts, with factors including preparation for understanding and interacting with students, preparation for designing curriculum and instruction, and preparation for assuming in-school responsibilities. Subsequent MANOVA and univariate analyses indicated that the Taiwanese teacher training cohort perceived themselves significantly more prepared for teaching than the sample from the Japanese institution. Likewise, a larger portion from the Taiwanese institution chose to enter the teaching profession. Implications for teacher education practice based on institution-and policy-level differences are discussed.

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“…That's why the cultural models inheritance in the institutional policy was negotiated and demanded by the teachers to avoid the contemporary context of restrictive educational policies and proper and positive implications for all stakeholders in order to get professional and collaborative support for objectives achievement of the course, program and organization (Heineke, 2015). In this regard the aspects and perspectives of classrooms' life and environment which explored and engaged outside the western world at educational institutes (Howe, 2005;Tafa, 2004;O'Sullivan, 2004;Roberts-Holmes, 2003) focus on the English language teaching in classroom particularly (Simon-Maeda, 2004;Al-Belushi, 2003;Tsui, 2003;Canagarajah, 1999b) that positively impacts on the learning of students. These all are directly concern with the careers of English teachers and their career development (Al-Belushi, 2003); English teachers' life experiences and backgrounds influence on their teaching, the social dimension of teaching, choice of classroom materials and topics to teach (Tsui, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan

Sahito¹,

Siddiqui²,

Khawaja³

et al. 2017

WJEL

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The research paper is designed to explore the achievement of the aims and objectives of teaching remedial English. It also aims to know the importance of the course and the problems of the students regarding the teaching of remedial English at university level in Pakistan with special reference to university of Sindh, Jamshoro. In this regard many efforts were taken by the tutors, lecturers, assistant professors, professors and the administration of the university to enhance the capabilities and efficiencies of the students of undergraduate level. All students of undergraduate level and the teachers who take remedial English classes are constituted as the Population of the study. Five (n=5) teachers who teach remedial classes and forty (n=40) students from different departments were recruited as the sample of the study through purposive and random sampling techniques. Interviews were conducted from students and tutors who attend and teach remedial English course respectively. 90% students found unsatisfied from the administration of the classes and they stressed that the classes should be conducted separately at department level and they demanded for the basic needed facilities during the classes such as the facility of language laboratory, availability of computers, multimedia, audio and video resources in order to accelerate and enhance the teaching learning process to improve English language skills. Keywords: teaching; remedial English; problems of students IntroductionLanguage is a way of communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, postures and written symbols. It includes its rules for combining its components, such as words, sentences, etc. Language may be the most suitable distinguishing characteristicness by which to arrange systematically in classes of humans with in the system of nature, even more on the basis of rationality (Homo sapiens) or technology. It is not because of the language is more expressive than rationality and more natural than technology. In a sense Homo Loquens generously cover all other terms, since the very deed of (exact meaning) definition is itself runs with in language. The language which is first learned is called the native of the children or the mother tongue. Both of these language terms mother and second / non-mother tongue are Metaphorical in which the knowledge of any particular language is gained through behaviour not inherited. Almost from 20 th century on wards linguistics have displayed keen interest in knowing about the theory that no one is born with a predisposition towards any language, but contrary all human beings are genetically/biologically endowed with the ability to learn and use language in general and proper way. Noam Chomsky the inventor of the theory of Transformal/Generative grammar English as an International LanguageEnglish language belongs to the Germanic languages branch of the Indo-European language family, widely spoken in six continents. It's a primary language of the U....

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Japan's teacher acculturation: critical analysis through comparative ethnographic narrative

Cited by 31 publications

References 3 publications

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Assessing Outcomes of Teacher Education: Quantitative Case Studies From Individual Taiwanese and Japanese Teacher Training Institutions

Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan

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