WEKO3
アイテム
Evolution of an Effective Teacher Development Model for Transformative and Lasting Change
https://meilib.repo.nii.ac.jp/records/2000215
https://meilib.repo.nii.ac.jp/records/2000215ffe2f17b-bd73-49ee-b723-8f7fde94fd9c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
miu.journal.edu.2025.1.waterfield.pdf (604 KB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2025-12-19 | |||||||
| タイトル | ||||||||
| タイトル | Evolution of an Effective Teacher Development Model for Transformative and Lasting Change | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | Co-generative | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | Collaborative | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | Professional Teacher Development | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | Reflective Practice | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題 | Transformative Change | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
Waterfield, Marc
× Waterfield, Marc （a）
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study examines the evolution of a professional teacher development model designed to facilitate transformative and lasting change among Japanese teachers of English. Drawing on a two-year qualitative inquiry with three in-service teachers at a private high school, the research investigates: (1) Teacher perceptions of the national Course of Study and the “English in Principle” policy, (2) classroom practices and the institutional and cultural factors shaping them, and (3) the potential of collaborative, contextually sensitive professional teacher development to enable change. Survey data, in-depth interviews, classroom observations, and stimulated recall sessions revealed that participants perceived the English in principle policy as impractical within their test-driven teaching environment, relied heavily on teacher-centered and accuracy-focused methods, and experienced limited access to professional teacher development. Through a series of iterative interventions collaborative discourse, critical reflection, and context-specific compromises the teachers gradually shifted toward more student-centered approaches, incorporating authentic English use and task-based activities. The findings highlight the centrality of cultural and institutional influences, the role of disharmony in catalyzing change, and the importance of addressing teachers’ immediate classroom realities rather than imposing top-down policy reforms. The resulting teacher development model emphasizes building teacher knowledge, reflective practice, confidence, and agency through collaborative praxis cycles over time. Although limited in scope, this study provides a transferable framework for designing sustainable professional teacher development initiatives in similar educational contexts. | |||||||
| 言語 | en | |||||||
| bibliographic_information |
ja : 宮崎国際大学教育学部紀要 教育科学論集 巻 12, p. 1-27, 発行日 2025-12 |
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| 出版者 | ||||||||
| 出版者 | 宮崎国際大学教育学部 | |||||||
| 言語 | ja | |||||||
| 出版者 | ||||||||
| 出版者 | Miyazaki International University school of Education | |||||||
| 言語 | ja | |||||||
| item_10002_source_id_9 | ||||||||
| 収録物識別子タイプ | EISSN | |||||||
| 収録物識別子 | 2188-7896 | |||||||
