By Atsuko Watanabe
This e-book provides a researcher's paintings on reflective perform with a gaggle of highschool academics of English in Japan. starting with a sequence of uncomfortable instructor education periods brought to unwilling contributors, the booklet charts the author's improvement of recent tools of enticing her members and applying their very own studies and data. either an in-depth exam of reflective perform within the context of jap cultural conventions and a story account of the researcher's reflexivity in her engagement with the examine, the publication introduces the idea that of ‘the reflective continuum' – a non-linear trip that mirrors the way in which mirrored image develops in unpredictable and person ways.
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Additional resources for Reflective practice as professional development: experiences of teachers of English in Japan
Given these complexities, it is not surprising that even Japanese researchers who engage in reflective practice research in the Japanese context sometimes wonder if the participants are saying what they really think (Kuroda, 2015). Kotodama: The Spirit of the Word Besides wondering whether my participants felt comfortable telling me their true feelings and thoughts, I also had to confront a cultural reservation about expressing a thought at all. This reservations stems from the concept of kotodama, which can be translated as ‘word spirit’ (koto means word and dama means spirit).
Under my guidance, he 23 24 Reﬂective Practice as Professional Development engaged in reflective interventions for seven months and I asked him to keep weekly journals and to participate in monthly interviews with me. In addition, I observed his lessons every month. For his journal entries, Mr Sato was encouraged to write about things that happened in his classroom, his feelings towards those events, his beliefs about teaching and even about the activity of journal keeping itself. To encourage him to generate his own topics, he was frequently reminded that he had the discretion to decide what topics to write about.
Even though I suggested the topic for the discussion, the setting was unstructured and I did not impose pre-written questions or a direction on the discussion. In other words, I guided but did not intervene in the discussion (Bryman, 2004). 1 The teachers in the studies Name Prefecture Years of teaching Type of high school Mr Sato (pilot study) Suburban >20 Vocational Ocean High School* Ken Rural 2 Vocational Sky High School Kyoko Rural 2 Vocational Hills High School Sara Urban 6 Remedial River High School Yoko Rural 13 Vocational Mountain High School (current) Rich High School (previous place of employment) Naomi Urban >20 Intermediate Medial High School (current) Lake High School (previous place of employment) Miki Urban >20 Advanced Field High School *Entries in italics indicate the pseudonyms of the high schools where the participants taught.
Reflective practice as professional development: experiences of teachers of English in Japan by Atsuko Watanabe