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ID 52350
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title alternative
Self-Study for Professional Development of Teacher Educators: Introduction, Localization, and Divergence in the Context of Japanese Society
creator
Saito, Masahiro
Osaka, Yu
subject
Self-study
Japanese teacher educators
Teacher education practices
Educational borrowing
abstract
This paper explores how educators perceive self-study in the context of Japanese teacher education. Self-study research is rooted in teachers’ desire to improve their teaching and contribution to the development of teaching knowledge. As Japanese teacher educators’ interest in self-study has increased in recent years, our research question is: Why do Japanese teacher educators become interested in self-study? To address this question, after reviewing extant literature on self-study, we interviewed six teacher educators with more than 20 years of teaching experience at both university and school level. The findings yielded by coding and analyzing the data using NVivo reveal that:

1. All interviewees were introduced to self-study by their mediators.
2. They are likely to pursue self-study due to personal interests, focusing on their neighboring community only.

Thus, when localizing self-study in Japan, several challenges can be expected, including language barriers, strong sense of individual responsibility to improve teaching, school culture, and social norms preventing people from speaking about themselves in public. Therefore, when implementing self-study in non-English speaking countries, it is essential not to revert to the colonialism by spreading authentic self-study, but rather promote its acceptance and reconstruction in accordance to the context of each region.
journal title
Hiroshima journal of school education
volume
Volume 28
start page
105
end page
120
date of issued
2022-03-18
publisher
広島大学大学院人間社会科学研究科附属教育実践総合センター
issn
1341-111X
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Humanities and Social Sciences
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