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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. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers' world of language teaching within the classroom. 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).
List of contents
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.
About the author
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.
