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EFL in-service teacher education in Japan: policy and practice

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
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Hirano, Yuka
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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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More information

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
ORCID for Michael Grenfell: ORCID iD orcid.org/0000-0002-2038-0317
ORCID for Tony Kelly: ORCID iD orcid.org/0000-0003-4664-8585

Catalogue record

Date deposited: 04 Mar 2010
Last modified: 09 Nov 2022 02:33

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Contributors

Author: Yuka Hirano
Thesis advisor: Michael Grenfell ORCID iD
Thesis advisor: Tony Kelly ORCID iD

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