Team teachers in Japan : beliefs, identities, and emotions
Author(s)
Bibliographic Information
Team teachers in Japan : beliefs, identities, and emotions
(Routledge research in language education)
Routledge, 2024
- : hbk
Available at 14 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan.
This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt-who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners.
This book, therefore, offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them-including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world.
Table of Contents
1. Introduction Part I Power Balance and Lived Experiences 2. Native vs. Non-Native and Novice vs. Expert: Revisiting Power Inequality in Team Teaching 3. From JTE to Team-Teaching Researcher: Autoethnographic Reflections 4. An Autoethnography of a Long-Term ALT: Living with the Enabling and Disabling Effects of Native-Speakerism 5. From Housewives to ALTs: The "Reconfiguration" of Identity of Filipino Women Migrants in Japan Part II Teacher Perceptions, Selfhood, and Feelings 6. "JTEs can Learn from ALTs": JTEs' Beliefs about Team Teaching and How ALTs Influence JTEs' Sense of Teacher Identity 7. Recognized Identities of ALTs: Looking through the Lens of JTEs 8. Exploring the Role of Emotion in ALTs' Identity Construction: An Ecological Perspective 9. Correcting Different Errors with Different Identity-Bound Expertise: Successful Practices for Team Teaching Part III Teacher Learning and Development 10. Teacher Learning for ALTs: Landscapes of Team Teacher Practice and Issue of Participation in Communities of Practice 11. Collaborative Professional Development in Language Teaching: Narratives from JTEs and ALTs 12. Negotiating the Expert/Novice Positions in Language Teacher Professional Development Part IV Team Teachers in Elementary Schools 13. Developing HRTs' Confidence toward Team Teaching 14. Straight Talk about English from Primary School Homeroom Teachers 15. Elementary Senka/Specialized English Teachers (SETs): Finding a Place among the HRTs and ALTs 16. Conclusion
by "Nielsen BookData"