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Outsourcing in-service education in Japan : Challenges and issues
https://unii.repo.nii.ac.jp/records/213
https://unii.repo.nii.ac.jp/records/213f0e25748-840d-4c6c-b21b-cac8fdfd4cfa
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
111-130cook.pdf (135.6 kB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||||||
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| 公開日 | 2012-03-27 | |||||||||||
| タイトル | ||||||||||||
| タイトル | Outsourcing in-service education in Japan : Challenges and issues | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | eng | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Teacher training | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Japan | |||||||||||
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| 主題Scheme | Other | |||||||||||
| 主題 | CLT | |||||||||||
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| 主題Scheme | Other | |||||||||||
| 主題 | EFL | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | JTE | |||||||||||
| 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 | journal article | |||||||||||
| 著者 |
Cook, Melodie
× Cook, Melodie
× Cook, Melodie
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | This paper examines a four-month program of pedagogical training for Japanese Teachers of English (JTEs) in Canada based on a yardstick provided for communicative language teaching (CLT) in-service education and training (INSET) programs for teachers who teach English as a foreign language (EFL). In particular, with the purpose of determining the overall effectiveness of the Canadian pedagogical program and offering recommendations for future ones, this study examines three dimensions of the four-month program: the program planning dimension, the program execution dimension, and the cultural dimension. Three paradigms are used to compare cultural and educational differences between Japan and Canada: the interpretation-based versus transmission-based culture paradigm (Wedell, 2003), the collectionist versus integrationist educational paradigm (Holliday, 1994a), and the routine/uncertain culture versus non-routine/certain culture paradigm (Sato, 2002). This qualitative study indicates that while the program meets almost all of the recommended criteria, especially in the execution dimension, a more thorough knowledge of Japanese educational culture and a re-examination of some assumptions on which the program is constructed may be useful to program planners and trainers in helping JTEs overcome barriers to incorporating CLT practices into their lessons. | |||||||||||
| 言語 | en | |||||||||||
| 書誌情報 |
Reflections on English Language Teaching 巻 8, 号 2, p. 111-130, 発行日 2009-12 |
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| フォーマット | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | application/pdf | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | NUS : National University of Singapore | |||||||||||
| 資源タイプ | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Journal Article | |||||||||||
