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Relevant bibliographies by topics / Japanese teachers

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Academic literature on the topic 'Japanese teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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Journal articles on the topic "Japanese teachers"

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Chindemi, Gregory Paul. "Untrained Foreign English Educators in Japan: A Discourse on Government Education Initiative and Perceptions from Japanese Teacher's on Efficacy in the Classroom." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 118–34. http://dx.doi.org/10.26803/ijlter.20.7.7.

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Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of workin

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Zhang, Shaoan, Andromeda Hightower, and Qingmin Shi. "Teacher Preparation, Motivation, and Self-Efficacy: A Comparative Study of New Teachers in Japan and the United States." Indonesian Journal Of Educational Research and Review 4, no. 3 (2021): 368. http://dx.doi.org/10.23887/ijerr.v4i3.39010.

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Using the Teaching and Learning International Survey (TALIS) 2018, this study examines U.S. and Japanese new teachers’ initial teacher preparation (ITP), feelings of preparedness, motivations, and self-efficacy. The analysis of 355 U.S. and 433 Japanese new secondary teachers provided several findings. First, ITP in the U.S. more often included teaching in mixed-ability and multicultural settings, cross-curricular skills, and technology than Japan, and U.S. teachers felt more prepared than Japanese teachers in every category of preparation. Second, Japanese teachers were more likely to declare

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Mardani, Desak Made Sri, I. Kadek Antartika, Putu Hendra Suputra, and I. Wayan Sadyana. "Pelatihan Penguatan Kemampuan Berbahasa Jepang Level Chukyu bagi Guru Bahasa Jepang di SMA dan SMK Kabupaten Buleleng Bali." Jurnal Pengabdian UNDIKMA 4, no. 1 (2023): 83. http://dx.doi.org/10.33394/jpu.v4i1.5713.

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The purpose of this community service is to strengthen the Japanese language skills (Chukyu level) of Japanese High School/Vocational High School Teachers in Buleleng Regency so that their abilities increase and can pass the Teacher Professional Education/PPG. The method used in this activity is the Technical Assistance Model in the form of Training which is carried out by providing training and assistance to improve Japanese language skills. The partners in this activity were 20 (twenty) High School/Vocational High School Japanese language teachers in Buleleng Regency. The evaluation instrume

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Moskal, Erna. "Japanese teachers visit german Kindergartens." International Journal of Early Childhood 26, no. 1 (1994): 70. http://dx.doi.org/10.1007/bf03174287.

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Takizawa, Yu, Matthew Bambling, Hsien-Jin Teoh, and Sisira Edirippulige. "Co-design of an online teacher training program tailored for rural Japanese teachers to deliver neuroscience-informed mental health interventions to children." Quality Education for All 2, no. 1 (2025): 209–26. https://doi.org/10.1108/qea-01-2024-0005.

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Purpose This study aims to co-design a new online teacher training program tailored for rural Japanese teachers to deliver neuroscience-informed mental health interventions to children. The objective was to reduce the educational gap between Japanese teachers in rural and urban areas, effectively improving children’s mental health. Design/methodology/approach The online teacher training program was developed by incorporating insights gathered from teacher interviews in the authors’ needs-analysis study. Feedback from experts in neuroscience, clinical psychology, educational psychology, educati

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Lee, Bradford, and Justin Bailey. "Rural Japanese Students’ Sentiments Regarding Japanese Teachers of English." JALT Postconference Publication - Issue 2020.1; August 2021 2020, no. 1 (2021): 145. http://dx.doi.org/10.37546/jaltpcp2020-18.

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English is not a single entity, but rather composed of infinite varieties known collectively as World Englishes. Published research in the Japanese context has overwhelmingly reported students’ preference for the Standard American variety, with Japanese English being typically subject to scorn. However, the current study argues that this established narrative has been subject to sampling bias due to homogeneous study locales (mostly in-and-around the Tokyo area) and sample selection (mostly English or Communication majors). Our precursor research on non-English majors residing in rural Japan f

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Cripps, Tony, Takao Imai, and Sean Toland. "Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers." Proceedings of The World Conference on Research in Teaching and Education 2, no. 1 (2023): 45–55. http://dx.doi.org/10.33422/worldte.v2i1.90.

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This paper elucidates a research project that aims to understand and support the practical needs of pre-service English teachers who intend to teach at junior and senior high schools in Japan. Each day, novice English teachers who work in the Japanese public school system are facing challenges for which their pre-service training has failed to prepare them. Regrettably, the support structure for English teachers in the public system is sadly lacking. As part of this research project pre-service teachers of English (n=20) were asked through an online questionnaire to identify what topics they w

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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.

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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of t

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Omote, Akihiro. "Teacher Self-Efficacy and Instructional Speech: How Teachers Behave Efficaciously in the EFL Classroom." JALT Journal 39, no. 2 (2017): 89. http://dx.doi.org/10.37546/jaltjj39.2-1.

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In this paper, I explore teachers’ self-efficacy and their instructional speech (in Japanese and English) in EFL classrooms in Japan. Mixed methods provided the framework for a questionnaire to 108 teachers followed by interviews with 6 teachers. The survey revealed a common perception that Japanese instructional speech is overused and a perceived conflict between the use of English and Japanese speech, but the interviews found that self-efficacy played a central role in a complex sociocognitive process to optimize efficacy due to distinct qualities of English and Japanese speech. Teacher self

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Mark C Escarda, Glenn. "Exploring the Experiences of Filipino Assistant Language Teachers working with Japanese Elementary School Teachers." International Journal of Science and Research (IJSR) 13, no. 1 (2024): 858–64. http://dx.doi.org/10.21275/sr24110093813.

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Dissertations / Theses on the topic "Japanese teachers"

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Aspinall, Robert. "The significance of the schism in the Japan Teachers' Union." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363790.

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Okamura, Yasuko. "Clearing cultural clutter : experiences of Japanese native speaker teachers teaching Japanese in New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/1905.

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This thesis explores the experiences of Japanese native speaker teachers teaching Japanese in New Zealand. The main purpose of this study is to analyse and understand their experiences, to evaluate the extent to which their experiences endorse previous research in the area, and to identify aspects of their experiences that may be universal to immigrant teachers in general or specific to Japanese immigrant teachers in the New Zealand context. This study therefore adopts a qualitative research approach. Findings emerge mainly from the analysis of interviews with twenty-five Japanese native spe

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Kiyosue, Teppei. "Teaching Japanese in an American high school how Japanese teachers make sense of their American students' communication styles /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=476.

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Takayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.

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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional id

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Lassila, E. T. (Erkki T. ). "Tensions in the relationships:exploring Japanese beginning teachers’ stories." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526214764.

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Abstract This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions refer to situations, where teachers do not know how to act correctly, when two or more values or views conflict and several possible justifiable courses for action exist. Tensions are not emotions, but they are often accompanied by a strong

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Senff, Debra Lynn. "The roles of the Japanese teacher : a synthesis of empirical and quantitative data collected in the Japanese schools grades 7-12." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774737.

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Japanese teachers are a key component in the success of the Japanese educational system. They work long hours, and are responsible for a variety of tasks within the school, including administration, discipline, and cleaning. This study was designed to facilitate a more thorough understanding of the various roles of the teacher in both lower and upper secondary schools in Japan.This research took place in Morioka City, Iwate Prefecture, Japan, and utilized a combination of personal interviews and sustained direct observations of individual teachers as they went through their daily routines scho

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Bukarau, Ratu Jared R. T. "Exploring the Mathematical Knowledge for Teaching of Japanese Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3760.

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In the past two decades there has been an increased effort to understand the depth to which mathematics teachers must know their subject to teach it effectively. Researchers have termed this type of knowledge mathematical knowledge for teaching (MKT). Even though recent studies have focused on MKT, the current literature on the subject indicates that this area remains underdeveloped. In an attempt to further refine our conception of MKT this study looked at MKT in Japan. In this thesis I explored and categorized the MKT of three experienced Japanese cooperating teachers (CTs) by looking at the

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Kono, Nariyo. "American Students' Expectations of Teachers in the Japanese Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5261.

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The Japanese as a foreign language classroom in the United States is full of information about the target culture and cross-cultural interaction between American students and Japanese instructors. This cross-cultural interaction promotes culture learning but sometimes produces potential conflicts due to American students and Japanese instructors having different expectations of each other. The purpose of this study was to investigate student expectations of their Japanese teachers and to explore similarities and differences among Japanese and American expectations. The research questions addre

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Erben, Antony Karl Heinz. "Student teachers' use of microteaching activity to construct sociolinguistic knowledge within a Japanese immersion initial teacher education programme in Australia." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289000.

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Uematsu-Ervasti, K. (Kiyoko). "Global perspectives in teacher education:a comparative study of the perceptions of Finnish and Japanese student teachers." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526221991.

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Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How

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Books on the topic "Japanese teachers"

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M, Garrison Denis, and Tanka Society of America, eds. Tanka teachers guide. Modern English Tanka Press, 2007.

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Association of Teachers of Japanese (U.S.). ATJ: Association of Teachers of Japanese membership directory 2003. Association of Teachers of Japanese, 2003.

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Galef, David. Turning Japanese. Permanent Press, 1998.

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Mākino, Sāijī. Bhāratavarsha meṃ paintālīsa sāla: Merī Hindī-yātrā. Bhāratīya Jñānapīṭha, 2008.

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Kariya, Natsuko. Hyōden Ōmura Hama: Kotoba o sodate, hito o sodate. Shōgakkan, 2010.

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Harrell, Paula. Sowing the seeds of change: Chinese students, Japanese teachers, 1895-1905. Stanford University Press, 1992.

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Salleh, Sallimah Haji Mohammad. A comparative study of ICT: Survey of Japanese and Bruneian teachers. Dewan Bahasa dan Pustaka Brunei, Kementerian Kebudayaan, Belia dan Sukan, 2007.

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Harrell, Paula. Sowing the seeds of change: Chinese students, Japanese teachers, 1895-1905. Stanford University Press, 1992.

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Kai, CAG no. Nihongo komyunikēshon gēmu 80 =: 80 communication games for Japanese language teachers. Japan Times, 1993.

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Maki, John M. Voyage through the twentieth century. Modern Memoirs Pub., 2004.

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Book chapters on the topic "Japanese teachers"

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Shimizu, Yoshinori, Yuka Funahashi, Hayato Hanazono, and Shogo Murata. "Japanese Lexicon." In Teachers Talking about their Classrooms. Routledge, 2021. http://dx.doi.org/10.4324/9780429355622-17.

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Anesaki, Masaharu. "Popular Teachers in Religion and Ethics." In History of Japanese Religion. Routledge, 2023. http://dx.doi.org/10.4324/9781032641607-32.

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Lamie, Judith M. "Evaluating Change with Japanese Teachers of English." In Evaluating Change in English Language Teaching. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230598638_7.

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Candlin, Christopher N. "Foreword." In Exploring Japanese University English Teachers' Professional Identity. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847696489-002.

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Shimizu, Yoshinori, Yuka Funahashi, Hayato Hanazono, and Shogo Murata. "The evolving nature of the Japanese lexicon in a tradition of lesson study." In Teachers Talking about their Classrooms. Routledge, 2021. http://dx.doi.org/10.4324/9780429355622-16.

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Wada, Yoshihisa, Masayuki Sakoda, Hiroshi Tsuji, Yuuki Aoki, and Kazuhisa Seta. "Designing Sticky Knowledge-Network SNS for Japanese Science Teachers." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02556-3_51.

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Hosoya, Sari, Mirja–Tytti Talib, and Hasan Arslan. "Finnish, Japanese and Turkish Pre–Service Teachers’ Intercultural Competence." In Empires, Post-Coloniality and Interculturality. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-731-5_15.

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Humphries, Simon. "Factors Influencing Japanese Teachers’ Adoption of Communication-oriented Textbooks." In International Perspectives on Materials in ELT. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023315_15.

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Machida, Tomohisa. "Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics." In Teacher Education and Professional Development in TESOL. Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-11.

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Kadowaki, Kaoru. "“Native” Japanese Speaker Teachers in Japanese Language Education at Primary and Secondary Schools in Australia." In Native-Speakerism. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_8.

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Conference papers on the topic "Japanese teachers"

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Maeda, Koji. "DEVELOPMENT OF A TRAINING PROGRAM FOR ENGLISH TEACHERS IN JAPANESE ELEMENTARY SCHOOLS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1393.

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Morrone, Michelle, and Yumi Matsuyama. "MULTICULTURAL COMPETENCE FOR JAPANESE PRESERVICE TEACHERS: DEI (DIVERSITY, EQUITY, INCLUSION) TRAINING FOR JAPANESE EARLY EDUCATION PRESERVICE TEACHERS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1205.

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Herniwati and Mochamad Arief Komarudin. "The Japanese Teachers’ Ability in Lesson Planning." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.061.

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Sakuma, Masayasu, Susumu Masamori, and Tetsuya Harada. "A System for Japanese Calligraphy Lesson With Force Feedback on Internet." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0059.

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Abstract This paper shows one of the internet-based virtual reality applications for a remote lesson for Japanese calligraphy. Using this system, remote teachers can teach pupils how to write Japanese calligraphy by providing force feedback to their pupils. There are some skills that are difficult to learn by just listening to or reading advice. We think Japanese calligraphy is a good example. This system assists pupils in writing letters in the traditional Japanese way by teaching them the movement of the brush. This system works via the Internet. So by using the system, teachers can teach ca

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Aoyama, Kazuhiro, Michiko Watanabe, and Yoshiyasu Tamura. "Statistics learning environment for students through Japanese censusatschool project." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13502.

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Since the Curriculum revision in 2008 and 2009, statistics education in Japan is improving gradually. Number of teachers who have concerned with statistics education, develop and try new lessons has been increased. But the usage of software in statistics lessons is very limited. Many teachers teach statistics only with papers and pencils in traditional style. In this paper, what kinds of obstacles for teachers in Japan to teach statistics especially focused on software use are reported firstly. Secondly, we note needed supports for them, 1) Statistical software (or function) accessible without

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Kato, Yukari, and Toshio Okamoto. "Different Evaluations of e-Learning for Japanese Academic Reading between Foreign Students and Japanese language Teachers." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.123.

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Ohashi, Yutaro, Fumihiro Kumeno, Hidemi Yamachi, and Yasuhiro Tsujimura. "Readiness of Japanese Elementary School Teachers to Begin Computer-Programming Education." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615358.

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Barnes, Andrew J. "A Google Sheets-based approach to dynamic written corrective feedback: Learning outcomes and teacher time." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-02.

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Using custom workbooks created in Google Sheets, dynamic written corrective feedback (WCF) was digitized in this study to streamline the workloads of both teachers and students. While previous attempts used Google Sheets for a one-to-one conversion, this study looked to further leverage web-based affordances. With these web-based tools, teachers could more easily take advantage of online resource sharing and consolidate class data using simple formulas. This allowed students’ data to be pulled into a master sheet as well as pushing out changes to workbooks. Moreover, Google Sheets’ status as a

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Itagaki, Shizuka, and Kazunori Yoshiizumi. "The Challenges Faced by Teachers in English Activities at Japanese Elementary Schools." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31246.

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Jolley, Kym, Frances Shiobara, and Mark Donnellan. "EFL Teachers’ Experiences and Attitudes to Emergency Remote Teaching at Japanese Universities." In The Southeast Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2435-5240.2023.14.

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Reports on the topic "Japanese teachers"

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Kono, Nariyo. American Students' Expectations of Teachers in the Japanese Language Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7134.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises sev

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6157.

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