Japanese Pre-Service Teachers' Learning Experience Using Moses' Student-Centered Pedagogical Framework

Autor/inn/en	Lassila, Erkki T.; Ahn, Ruth
Titel	Japanese Pre-Service Teachers' Learning Experience Using Moses' Student-Centered Pedagogical Framework
Quelle	In: International Journal of Teacher Leadership, 11 (2022) 2, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lassila, Erkki T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Preservice Teachers; Teacher Education Programs; Teaching Methods; Student Centered Learning; English (Second Language); Second Language Learning; Second Language Instruction; Student Diversity; Universities; Meetings; Computer Mediated Communication; Feedback (Response); Elementary School Students; Videoconferencing; Grade 5; Grade 6; Scaffolding (Teaching Technique); Formative Evaluation; Learning Experience; Language Teachers; Educational Improvement; Lesson Plans; Peer Evaluation; Instructional Effectiveness; Japan + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; University; Universität; Meeting; Tagung; Computerkonferenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Lernerfahrung; Language teacher; Sprachunterricht; Teaching improvement; Unterrichtsentwicklung; Lesson planning; Unterrichtsplanung; Unterrichtserfolg
Abstract	This case study examines four Japanese pre-service teachers' (PST's) experience of learning Bob Moses' student-centered pedagogical framework (Moses & Cobb, 2001) in the context of teaching English as a foreign language, a subject arguably the most difficult for both Japanese students and teachers. The framework is most effective when used to teach diverse learners, including English-as-second or foreign-language learners (Ahn et al., 2018), but its effectiveness in linguistically and culturally different contexts such as Japan has not been researched yet. To examine this, we provided an opportunity for pre-service teachers from the Kobe University teacher education program to learn and teach using the framework. Four PSTs were recruited to participate in three online meetings. First, they watched a model five-step lesson, followed by choosing a difficult English concept to teach in pairs for upper elementary school students. After planning and receiving feedback on their lesson plans, each pair taught a lesson in front of the online group. The leaders and peers provided continuous feedback to improve their lessons, culminating in short online lessons for 5th and 6th grade elementary students. The data consist of PSTs' written reflections, lesson plans, and a researcher memo of a group interview done after the lesson. We aimed to answer the question: What were the most impactful elements of the Moses' student-centered framework for the PSTs as they learn to apply it in their own teaching? The following three themes emerged in regard to the PSTs' learning: (1) modeling teaching, (2) formative feedback, and (3) scaffolding steps. The results indicated that Moses' approach is a promising pedagogical framework that can be successfully applied in the Japanese educational context to guide those who wish to apply active learning and student-centered approaches in their teaching practice, including English language education. (As Provided).
Anmerkungen	California State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01