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Dissertations / Theses on the topic 'Japanese teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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9

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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10

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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11

Johns, Kyoko. "Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2123.

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12

Monobe, Gumiko. "Narratives of Identity and Culturally Relevant Practices of Japanese Descent Teachers." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275243730.

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13

Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the J

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14

Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s

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Matsumoto, Mutsumi Tara. "Making Koreans Japanese? Teachers' mis-recognition and non-recognition of cultural difference." Thesis, University of Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492568.

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This thesis is concerned with the discourse of national identity (Japanese racial purity) and educational practice, which is mostly predicated as an unquestioned idea of a homogeneous Japanese nation. It aims to examine what lies behind the explicit assumption of the Japanese homogeneity, despite the fact that Japan has always been ethnoculturally diverse. In particular, this thesis investigates the case of Korean 'invisibility' in Japan.

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Hosack, Ian Trevelyan. "Japanese high-school English teachers' role as citizenship educators : an exploratory study." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/21018/.

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The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote refle

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17

Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceive

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18

Mullen, Ana-Lisa Clark. "An Investigation into the Motivational Practice of Teachers of Albanian and Japanese." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5767.

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This study explores the use and effectiveness of motivational strategies with teachers and learners of Albanian and Japanese at the Missionary Training Center (MTC) in Provo, UT. Each teacher was observed three times using a modified version of the Motivation Orientation of Language Teaching (MOLT) observation scheme that was first used by Guilloteaux & Dornyei (2008). Learners were surveyed using an instrument from that same study. Teachers were surveyed using a modified version of the instrument created by Cheng & Dornyei (2007). Data collected from these three instruments provide insi

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19

Praver, Max. "JAPANESE UNIVERSITY ENGLISH LANGUAGE TEACHERS' SELF-EFFICACY BELIEFS: A MIXED-METHODS EXPLORATION." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280496.

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Applied Linguistics<br>Ed.D<br>This study is an investigation of Japanese university English language teachers' self-efficacy beliefs. Research has established that teachers' self-efficacy has considerable influence on a wide variety of teaching practices. However, in the English as a Foreign Language domain, and more specifically at the university level in Japan, self-efficacy beliefs have hardly ever been examined. The purpose of this study was to investigate teachers' self-efficacy beliefs based on the teachers' native language, teaching experience, contract and tenured status, and gender.

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Asaba, Mayumi. "INVESTIGATING EXPERTISE: FOUR CASE STUDIES OF EXPERIENCED EFL TEACHERS IN JAPANESE UNIVERSITIES." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/580925.

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Applied Linguistics<br>Ph.D.<br>These case studies of four experienced teachers are focused on attributes that indicated expertise in L2 teaching in Japanese universities. In order to select participants who were likely to demonstrate characteristics of expertise, I modified and used the criteria based on previous expertise research in general education. The criteria included three factors: experience, educational backgrounds, and recommendations. I chose to focus only on effective teachers because the purpose of this study was to examine characteristics that were suggestive of expertise. Data

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Fujita, Kyoko. "Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.

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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teac

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22

Kurihara, Yuka. "Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.

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23

Sasajima, Shigeru. "Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.

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Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four researc

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Maki, Wilma Jane. "Schools as learning organizations, how Japanese teachers learn to perform non-instructional tasks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61138.pdf.

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25

Knowles, Timothy John. "An interpretive study of the motivation of language teachers in a Japanese university." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/15176925-db2b-4100-8ad8-27ee97929e10.

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This dissertation investigates teacher motivation in a language-teaching department of a Japanese university. The main objective is to contribute to the overall understanding of the nature of teacher motivation. It is hoped that this understanding will be enhanced by two further objectives: firstly, to show how teacher motivation can be dependent on the teaching context, and secondly, to relate teacher motivation to the work/market/status categorisation proposed by David Lockwood (1989).

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26

Onitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.

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27

Yoshihara, Reiko. "THE FEMINIST EFL CLASSROOM: FEMINIST TEACHERS' IDENTITIES, BELIEFS, AND PRACTICES IN JAPANESE UNIVERSITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/309305.

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Teaching & Learning<br>Ed.D.<br>In this study, I explore how EFL teachers in Japan become feminists, what feminism means to them, and how their feminist identities affect their teaching beliefs and practices. In relation to their feminist identities, I also examine what teaching beliefs they hold, how their teaching beliefs are applied to their teaching practices, and how they teach in their actual language classrooms. This study enabled me to understand more deeply what is going on in feminist EFL classrooms. To explore the research questions posed above, I employed poststructural feminist pe

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McClung, Robert John. "Impact of English Language Teachers' Technology-Based Pedagogical Choices on Japanese University Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6922.

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Recent literature suggests that communicative language tasks widely used by English as a Foreign Language (EFL) teachers to try and improve Japanese students’ learning have had little effect on improving their language ability and their intrinsic motivation to improve. Consequently, a number of teachers are now using interactive technology in the classroom although it has not been systematically implemented or widely studied. Understanding the approaches of successful EFL teachers—specifically, how teachers using an andragogic approach through experiential learning might affect student engagem

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29

佐藤, 愛子, and A. SATO. "Report on the Training for "the Program for Japanese Teachers of English in America"." 名古屋大学教育学部附属中・高等学校, 2013. http://hdl.handle.net/2237/19149.

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30

Stewart, Alison. "Teaching positions : a study of identity in English language teachers in Japanese higher education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007476/.

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In Applied Linguistics and English Language Teaching a growing emphasis on the social aspects of language teaching and learning has shifted research inquiry away from methodology to focus instead on the specific contexts in which these activities take place. Within these contexts, a prominent role is occupied by the teacher. Teacher identity is particularly significant in language teaching, where the teacher's Relationship and attitude to the target language could have important pedagogical implications. Nevertheless theoretical frameworks for understanding teacher identity have all too often

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31

Sutherland, William Sean. "Team teaching English in Japanese schools : an exploration of how Japanese teachers of English see themselves, their teaching, and their native English-speaking assistants." Thesis, King's College London (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558297.

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In Japan the team teaching of English language classes has been a growing phenomenon since the late 1980s. Team teaching typically involves two teachers: a Japanese teacher of English (JTE) who has a university degree in English or education and a teaching qualification, and an assistant English teacher (AET) who is usually an untrained recent university graduate from Britain, the United States or another country whose citizens are primarily thought to be native English speakers. The stated goal of team teaching is to improve Japanese students' English abilities by having a native English spea

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Green, William Ralph. "The cognitions and practices of tertiary-levek japanese teachers of english as a foreign language." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536039.

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33

Itoi, Emi. "PRE-SERVICE EFL TEACHERS' POSSIBLE SELVES: A LONGITUDINAL STUDY OF THE SHIFTING DEVELOPMENT OF PROFESSIONAL IDENTITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302585.

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Teaching & Learning<br>Ed.D.<br>The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each pa

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Kusaka, Laura Lee. "Negotiating Identities: An Interview Study and Autoethnography of Six Japanese American TESOL Professionals in Japan." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280935.

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Applied Linguistics<br>Ed.D<br>In this interview study involving the analysis of narratives collected from Japanese American professionals teaching English to speakers of other languages (TESOL) who have lived more than ten years in Japan, I focus on how the participants negotiated their often contested identities in the TESOL context in Japan. I use the notion of identity negotiation narrowly defined as "struggles which occur when certain identity options are imposed or devalued, and others are unavailable or misunderstood" (Pavlenko & Blackledge, 2004, p. 20). Most Japanese Americans share s

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Tsuchiya, Shinsuke. "Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.

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36

Whitsed, Craig. "Standing in the genkan: Adjunct foreign English language teachers in the Japanese higher education internationalisation context." Thesis, Whitsed, Craig (2011) Standing in the genkan: Adjunct foreign English language teachers in the Japanese higher education internationalisation context. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/6406/.

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This dissertation explores the experiences, knowledge and beliefs of adjunct foreign English language teachers (AFELT), and how they envisage their role and place in the Japanese university context. These experiences are important when considered against a backdrop of Japanese higher education reform and internationalisation. For example, this research asks, what are the experiences of AFELT? how do they conceptualise their expected role? and what do these suggest about internationalisation in the Japanese university context? This dissertation aims to: first, contribute to the understanding of

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Maeda, Mitsuko. "Power relations among actors in development cooperation patterns, concepts and approaches in a Japanese-assisted teacher training project in Cambodia /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38233575.

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Kojima, Chizuyo. "An investigation of the beliefs of Japanese learners and teachers about learning English as a foreign language." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104777.

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The aim of this study was to investigate Japanese learners’ and teachers’ beliefs about learning English and to explore related issues that are likely to impinge on the process of the learning of a language. The research was carried out using an interpretive paradigm and involved five multiple case studies to investigate the beliefs of five groups of Japanese language learners and teachers. The different groups were made up from seventeen secondary school students and twenty two university students located in Japan; four students studying in the UK; seven secondary school teachers of English w

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Warrington, Stuart David. "Exploring the construal of membership in English language teachers' associations : a window into professional identity through Japanese voices." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16691.

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This doctoral dissertation aimed to explore English language teachers’ construal of membership in English language teachers’ (ELTs’) associations. The study initially examined teachers’ perceptions of membership via an examination of their experience of it – why they become or do not become a member, and/or why they continue or forfeit membership. Thereafter, teachers’ perceptions on what membership says about professionalism were probed as well as what the meanings of membership are to them. Data were obtained using face-to-face semi-structured interviews with eight Japanese English language

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Simmons, Nathaniel. "Negotiating Boundaries in a Globalized World: Communication Privacy Management between Foreign English Teachers and Japanese Co-workers in Japan." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400259896.

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Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.

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This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative

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Blanco, Diez Juan Carlos. "Learning contexts available for Japanese teachers in a top tier public high school : encompassing a demanding work environment with adult education needs." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148929.

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Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings

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Hall, James M. "A linguistic ethnography of learning to teach English at Japanese junior high schools." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.

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The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teac

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Takahashi, Reiko. "English as a lingua franca in a Japanese context : an analysis of ELF-oriented features in teaching materials and the attitudes of Japanese teachers and learners of English to ELF-oriented materials." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5269.

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As a result of the spread and growth of English as a global means of communication, a new approach to teaching and learning English has recently emerged: ELF – English as a lingua franca (ELF). Graddol (2006: 87) claims that "some of its [ELF] ideas are likely to influence mainstream teaching and assessment practices in the future". Indeed, a shift from traditional EFL goals to ELF has been observed in the documents of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan. Jenkins (2004) suggests that applied linguists and publishers will need to find ways of promo

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MacDonald, Laurence Jon. "Curriculum reform as a reflection of tradition and change Japanese teachers approaches to dimensions of difference via the integrated curriculum /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3447.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Maeda, Mitsuko, and 前田美子. "Power relations among actors in development cooperation: patterns, concepts and approaches in a Japanese-assistedteacher training project in Cambodia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38233575.

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Lundy, Marlene. "The Journey Towards Professional Competence: A Case Study of the Reflective Process of Six Japanese EFL Teachers During a Professional Development Programme in Canada." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19858.

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Many researchers claim that reflective practice is an integral component of professional development and a necessary component for the development of professional competence, which involves both dispositional competencies (knowledge or awareness of) and capacity competencies (the skills and attitudes required to make reasoned judgments about professional practice). The lack of such reflective practice has been identified as an underlying reason why many teachers have difficulty applying formal learning in their classrooms post-training. This qualitative research study examined the impact o

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Fedderholdt, Karen. "Placing language learning strategies in a local context : an investigation into the language learning strategies which Japanese teachers of EFL use to improve their own English, and those they teach their students." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30826.

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This thesis investigates an area which is not commonly examined: the language learning strategies which Japanese high school teachers of English as a Foreign Language report using to improve their own English and those they report teaching their students. Learning strategies are ways in which learners deal with aspects of learning. In the case of language learning strategies, these focus specifically on the learning of target languages. Revised versions on Oxford's (1990) Strategy Inventory for Language Learning 5.1 and 7.0 were combined and sent to 272 Japanese teachers of English. The data w

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Lima, Marley Francisca de. "Um estudo sobre crenças de professores nikkeis: abordagens de ensino em uma escola de colônia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-11032016-134806/.

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Esta dissertação realizou uma pesquisa de crenças sobre abordagens de ensino de japonês em uma escola comunitária de uma associação de nipo-brasileiros localizada no Centro-Oeste do Brasil. Seu objetivo foi analisar as crenças sobre abordagem de ensino de duas professoras descendentes de imigrantes japoneses que atuam em uma escola vinculada à uma associação de descendentes de imigrantes japoneses e as influências que as atividades culturais da escola e associação produzem no ensino de japonês. As duas professoras possuem experiência no Japão como alunas do ensino regular, e começaram a ensina

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Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence

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