EFL in-service teacher education in Japan: policy and practice
EFL in-service teacher education in Japan: policy and practice
This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, collecting data from case studies using interviews, course observations, documentary analysis and background information questionnaires. The findings indicate that trainees’ needs and problems are often neglected in top-down and trainer-centred EFL INSET programmes, despite trainers’ awareness, and suggests that the situation will deteriorate when the new TLRS commences in 2009-10. The study proposes an alternative model for TLRS to address potential problems and identify major areas for improvement.
University of Southampton
Hirano, Yuka
db30f24c-0b41-4b0a-b51b-36f2792d63a6
April 2009
Hirano, Yuka
db30f24c-0b41-4b0a-b51b-36f2792d63a6
Grenfell, Michael
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Kelly, Tony
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Hirano, Yuka
(2009)
EFL in-service teacher education in Japan: policy and practice.
University of Southampton, School of Education, Doctoral Thesis, 280pp.
Record type:
Thesis
(Doctoral)
Abstract
This study investigates current English as a Foreign Language (EFL) in-service teacher education (INSET) programmes at national universities in Japan. In particular, it examines these programmes in light of the needs of experienced EFL teacher trainees and considers implications for Japan’s proposed new system: the Teacher Licence Renewal System (TLRS). The study generates an in-depth snapshot of current EFL INSET programmes at Japanese universities, revealing serious potential problems with the proposed reform. It employs a qualitative methodological paradigm and a needs analysis technique, collecting data from case studies using interviews, course observations, documentary analysis and background information questionnaires. The findings indicate that trainees’ needs and problems are often neglected in top-down and trainer-centred EFL INSET programmes, despite trainers’ awareness, and suggests that the situation will deteriorate when the new TLRS commences in 2009-10. The study proposes an alternative model for TLRS to address potential problems and identify major areas for improvement.
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Published date: April 2009
Organisations:
University of Southampton
Identifiers
Local EPrints ID: 73334
URI: http://eprints.soton.ac.uk/id/eprint/73334
PURE UUID: 1fa1426b-c833-4c3a-8f7d-c0b8adf0a1a8
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Date deposited: 04 Mar 2010
Last modified: 14 Mar 2024 02:47
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Contributors
Author:
Yuka Hirano
Thesis advisor:
Michael Grenfell
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