Log in to star items.
Accepted Paper
Paper long abstract
This presentation investigates how Japanese language teachers working in UK higher education conceptualize “growth” as professionals. Motivated by a perceived need to re-examine teacher professionalism, the presenters, have engaged in collaborative reflection and dialogue drawing on Tateoka’s (2021) "Trinity Model of Teacher Expertise" (Bailey et al. 2023). Two years later, six members of the PLC once again came together to document and discuss their thoughts on teacher growth through written reflection and dialogue, followed by thematic analysis. The findings revealed a diversity of self-assessments: some participants felt a sense of growth, others perceived transformation, and still others sensed no change at all. A shared questioning also emerged regarding the tendency to equate "growth" with upward progression. Teacher growth, as argued by Iino (2012), is inseparable from practice and social relationships, not confined to internal development. When discussing the growth of teachers working at universities in the UK, it is therefore necessary to take into account the broader British social context.
UK higher education has been shaped by marketisation and neoliberal reforms since the 1990s, exposing universities to efficiency pressures and competition. Consequently, teaching quality is assessed not only at the institutional level but also through metrics applied to individual educators. In recent years, further structural challenges have emerged, including the contraction of humanities faculties and staff reductions due to financial crises, increasing socioeconomic diversity among students, and a decline in language learning uptake. This presentation analyses how Japanese language teachers operating within these conditions perceive and experience growth, and how institutional and social factors particular to the UK shape their " conceptualisations of growth," reporting on the key characteristics and implications of these findings.
________________________________________________________________
References
飯野令子 (2012)「日本語教師の成長としてのアイデンティティ交渉」『リテラシーズ』11, pp.1-10.
舘岡洋子（編）（2021）『日本語教師の専門性を考える』ココ出版
ベイリー芽生、カートリッジ文香、トマス真都香、 ニクソン由実、大舩ちさと、玉置順子、米澤知江子（2023)「『日本語教師の専門性』に関する対話と省察の記録―英国の日本語教育者の立場から―」第25回BATJ年次大会、口頭発表、英国・オックスフォード、2023年9月2日
| Abstract in Japanese (if needed): | This presentation investigates how Japanese language teachers working in UK higher education conceptualize “growth” as professionals. Motivated by a perceived need to re-examine teacher professionalism, the presenters, have engaged in collaborative reflection and dialogue drawing on Tateoka’s (2021) "Trinity Model of Teacher Expertise" (Bailey et al. 2023). Two years later, six members of the PLC once again came together to document and discuss their thoughts on teacher growth through written reflection and dialogue, followed by thematic analysis. The findings revealed a diversity of self-assessments: some participants felt a sense of growth, others perceived transformation, and still others sensed no change at all. A shared questioning also emerged regarding the tendency to equate "growth" with upward progression. Teacher growth, as argued by Iino (2012), is inseparable from practice and social relationships, not confined to internal development. When discussing the growth of teachers working at universities in the UK, it is therefore necessary to take into account the broader British social context. UK higher education has been shaped by marketisation and neoliberal reforms since the 1990s, exposing universities to efficiency pressures and competition. Consequently, teaching quality is assessed not only at the institutional level but also through metrics applied to individual educators. In recent years, further structural challenges have emerged, including the contraction of humanities faculties and staff reductions due to financial crises, increasing socioeconomic diversity among students, and a decline in language learning uptake. This presentation analyses how Japanese language teachers operating within these conditions perceive and experience growth, and how institutional and social factors particular to the UK shape their " conceptualisations of growth," reporting on the key characteristics and implications of these findings. ________________________________________________________________ References 飯野令子 (2012)「日本語教師の成長としてのアイデンティティ交渉」『リテラシーズ』11, pp.1-10. 舘岡洋子（編）（2021）『日本語教師の専門性を考える』ココ出版 ベイリー芽生、カートリッジ文香、トマス真都香、 ニクソン由実、大舩ちさと、玉置順子、米澤知江子（2023)「『日本語教師の専門性』に関する対話と省察の記録―英国の日本語教育者の立場から―」第25回BATJ年次大会、口頭発表、英国・オックスフォード、2023年9月2日 |
Exploring "Dynamic Professionalism" through Professional Learning Communities (PLC): A two-year study of experiential practical knowledge in UK higher education
Session 1