Teacher Praxis within the "Communicative Course of Study Guidelines" in Japan: Post-Implementation Pedagogy

Autor/in	Bartlett, Kevin
Titel	Teacher Praxis within the "Communicative Course of Study Guidelines" in Japan: Post-Implementation Pedagogy
Quelle	In: Australian Journal of Applied Linguistics, 3 (2020) 2, S.168-182 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Teaching Methods; High School Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Teaching Skills; Guidelines; Teaching Experience; Curriculum Implementation; Teacher Attitudes; Communicative Competence (Languages); Japan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Richtlinien; Lehrerverhalten; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	In this paper, Japanese teachers' experiences under the new communicative course of study guidelines that became fully implemented in April 2016 in the new Japanese high school English Language curriculum, "Communicative Course of Study Guidelines" are examined. The study explored 21 high school teachers from a variety of schools, and with experience ranging from those who have just begun teaching to those who are reaching the end of their careers. It analysed their proficiency and confidence in teaching various skills, the workplace pressures that shaped their pedagogy within the new curriculum guidelines, and whether their implementation of the new curriculum was achieved. Results show that even though there is a willingness among newer teachers to implement communicative approaches within the high school English classroom, the workplace hierarchy and the culture of "senpai-kohai" (senior-junior) influenced the approaches they used within the classroom regardless of what the new curriculum sets out to achieve. (As Provided).
Anmerkungen	Castledown Publishers. Level 9, 440 Collins Street, Melbourne, Victoria, 3000, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown-publishers.com.au; Web site: https://www.castledown.com.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01