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Teacher awareness as professional de...

Sakamoto, Nami.

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Teacher awareness as professional development = assistant language teachers in a cross-cultural context /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher awareness as professional development/ by Nami Sakamoto.
Reminder of title:	assistant language teachers in a cross-cultural context /
Author:	Sakamoto, Nami.
Published:	Cham :Springer International Publishing : : 2022.,
Description:	xiii, 151 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1: Introduction -- Chapter 2: English Language Education Reform and Assistant Language Teachers in Japan -- Chapter 3: Teacher Awareness, Kizuki: A Form of Professional Development -- Chapter 4: Overview of the Study -- Chapter 5: Beginning Their Stories -- Chapter 6: Experiences of Kizuki -- Chapter 7: Investments and Crossing the Boundaries in the Classroom -- Chapter 8: Growing Collegiality in Cooperative Practice -- Chapter 9: Sociocultural Perspectives on ALTs' Professional Development -- Chapter 10: Narrative Inquiry as an Inquiry-based Approach to Teacher Development -- Chapter 11: Epilogue.
Contained By:	Springer Nature eBook
Subject:	Language and languages - Study and teaching - Japan. -
Online resource:	https://doi.org/10.1007/978-3-030-88400-0
ISBN:	9783030884000

Teacher awareness as professional development = assistant language teachers in a cross-cultural context /
Sakamoto, Nami.

Teacher awareness as professional developmentassistant language teachers in a cross-cultural context /[electronic resource] :by Nami Sakamoto. - Cham :Springer International Publishing :2022. - xiii, 151 p. :ill., digital ;24 cm.

Chapter 1: Introduction -- Chapter 2: English Language Education Reform and Assistant Language Teachers in Japan -- Chapter 3: Teacher Awareness, Kizuki: A Form of Professional Development -- Chapter 4: Overview of the Study -- Chapter 5: Beginning Their Stories -- Chapter 6: Experiences of Kizuki -- Chapter 7: Investments and Crossing the Boundaries in the Classroom -- Chapter 8: Growing Collegiality in Cooperative Practice -- Chapter 9: Sociocultural Perspectives on ALTs' Professional Development -- Chapter 10: Narrative Inquiry as an Inquiry-based Approach to Teacher Development -- Chapter 11: Epilogue.

This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. Following an overview of the social and cultural context and current trends in the field, the author explains the role of ALTs' narrative inquiry, before describing the results of analyses of the participants' narratives from the perspective of sociocultural theory. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL) Nami Sakamoto is an Associate Professor in the Department of Secondary Education in the Faculty of Education at Okayama University of Science, Japan, with a focus on professional development of language teachers. She has published in Teacher Development (2011) "Professional Development Through Kizuki - Cognitive, Emotional, and Collegial Awareness.".

ISBN: 9783030884000

Standard No.: 10.1007/978-3-030-88400-0doiSubjects--Topical Terms:

3593949
Language and languages
--Study and teaching--Japan.

LC Class. No.: P53 / .S35 2022

Dewey Class. No.: 418.0071052

Teacher awareness as professional development = assistant language teachers in a cross-cultural context /
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505 0 $a Chapter 1: Introduction -- Chapter 2: English Language Education Reform and Assistant Language Teachers in Japan -- Chapter 3: Teacher Awareness, Kizuki: A Form of Professional Development -- Chapter 4: Overview of the Study -- Chapter 5: Beginning Their Stories -- Chapter 6: Experiences of Kizuki -- Chapter 7: Investments and Crossing the Boundaries in the Classroom -- Chapter 8: Growing Collegiality in Cooperative Practice -- Chapter 9: Sociocultural Perspectives on ALTs' Professional Development -- Chapter 10: Narrative Inquiry as an Inquiry-based Approach to Teacher Development -- Chapter 11: Epilogue.
520 $a This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. Following an overview of the social and cultural context and current trends in the field, the author explains the role of ALTs' narrative inquiry, before describing the results of analyses of the participants' narratives from the perspective of sociocultural theory. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL) Nami Sakamoto is an Associate Professor in the Department of Secondary Education in the Faculty of Education at Okayama University of Science, Japan, with a focus on professional development of language teachers. She has published in Teacher Development (2011) "Professional Development Through Kizuki - Cognitive, Emotional, and Collegial Awareness.".
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