Log in

Relevant bibliographies by topics / Japanese teachers / Journal articles

To see the other types of publications on this topic, follow the link: Japanese teachers.

Journal articles on the topic 'Japanese teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Japanese teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

4

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Asami-Johansson, Yukiko. "The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A Case Study of an Open Lesson." Journal of Research in Mathematics Education 10, no. 1 (2021): 88. http://dx.doi.org/10.17583/redimat.2021.4598.

Full text

Abstract:

This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called open lesson. The crucial idea of this study is the dialectic between the specific and generic level of foci of the participants’ reflections about the observed teaching practice; namely, about applied teacher’s specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the meso-level no

APA, Harvard, Vancouver, ISO, and other styles

12

Syafryadin, Syafryadin, and Saad Boulahnane. "Immersing Japanese students into English language learning: Songs, games and cultures." Jurnal Cakrawala Pendidikan 40, no. 3 (2021): 554–63. http://dx.doi.org/10.21831/cp.v40i3.37153.

Full text

Abstract:

Learning English for Japanese is not as easy as people think. Teachers should provide a way to immerse Japanese students. Therefore, this study aimed to understand how Japanese English teachers immersed students in learning English, what challenges that students and teachers were facing and their perceptions toward the International Work Camp. This case study collected the data from 20 students and 10 teachers from various countries using interviews and an observation checklist. The data were analyzed in several steps, starting from data collection, data reduction, data display to data conclus

APA, Harvard, Vancouver, ISO, and other styles

13

Moritani, Hiroshi, and Chiaki Iwai. "Role Identities of Japanese Teachers of English at Japanese Universities." JALT2018—Diversity and Inclusion 2018, no. 1 (2019): 50. http://dx.doi.org/10.37546/jaltpcp2018-07.

Full text

Abstract:

As part of a larger study of university English teachers, this paper presents a hypothetical model of the critical influences on the construction of role identities (i.e., how teachers understand their teaching roles) using data generated from in-depth interviews with 12 Japanese teachers of English at Japanese universities. To inductively create a hypothetical model based on the actual voices of these participants, the analysis utilizes a modified grounded theory approach (Kinoshita, 2003). We report that five critical influences emerged: (a) classroom experiences as a learner, (b) profession

APA, Harvard, Vancouver, ISO, and other styles

14

Luchenko, Olha, Olha Doronina, and Yevhen Chervinko. "Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-Native Speakers." Sustainable Multilingualism 24, no. 1 (2024): 45–78. http://dx.doi.org/10.2478/sm-2024-0003.

Full text

Abstract:

Abstract In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers’ practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual c

APA, Harvard, Vancouver, ISO, and other styles

15

Thompson, Gene, and Karen Woodman. "Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs." Asia-Pacific Journal of Teacher Education 47, no. 1 (2018): 48–65. http://dx.doi.org/10.1080/1359866x.2018.1498062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Asada, Tadashi. "Mentoring novice teachers in Japanese schools." International Journal of Mentoring and Coaching in Education 1, no. 1 (2012): 54–65. http://dx.doi.org/10.1108/20466851211231620.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Inagaki, Rika, and Motoyuki Nakaya. "Relationship Between Japanese Language Anxiety, Beliefs About Learning, and Language Use in Japanese Language Classes." European Journal of Educational Research 11, no. 3 (2022): 1327–36. http://dx.doi.org/10.12973/eu-jer.11.3.1327.

Full text

Abstract:

<p style="text-align: justify;">This study examined the relationship between Japanese language (JL) anxiety, beliefs about JL learning, and the amount of JL used in JL classes. The participants in this study were 670 undergraduate students studying JL at the Institute of Technology in Bangkok, Thailand, as compulsory subjects. A questionnaire survey was conducted, and a stepwise multiple regression analysis found that the amount of JL used by learners had a negative relationship with JL anxiety and a positive relationship with beliefs about JL learning and the amount of JL used by both n

APA, Harvard, Vancouver, ISO, and other styles

18

Groesbeck, Garrett. "Government-Mandated Coolness: Education Policy, the Koto, and Music Teacher Retraining in Japan." Ethnomusicology 67, no. 3 (2023): 341–57. http://dx.doi.org/10.5406/21567417.67.3.04.

Full text

Abstract:

Abstract In 1998, Japan's Ministry of Education amended the country's national curriculum to require the inclusion of traditional Japanese instruments in kindergarten through twelfth grade (K-12) music education. Over the last two decades, Japanese ethnomusicologists, music education scholars, and performers of hōgaku (musical genres with roots in premodern Japan) have begun to grow a body of literature and pedagogical techniques aimed at helping K-12 music teachers, mostly untrained in hōgaku, fulfill this requirement. In this article, I explore the innovations of this new hōgaku pedagogy and

APA, Harvard, Vancouver, ISO, and other styles

19

Er-razine, Soufiane. "What Moroccan schools can learn from Japanese moral education?" Journal of Quality in Education 13, no. 22 (2023): 81–95. http://dx.doi.org/10.37870/joqie.v13i22.384.

Full text

Abstract:

The aim of this research is exploring and adapting Japanese moral education policies and practices to enhance the Moroccan education system without interfering with its historical, geographical, and sociocultural context.  Using a comparative approach and content analysis method, we identified shared and distinct features in both systems, highlighting the strengths of the Japanese side. The research concerns an in-depth analysis of four Japanese elementary school moral education lessons. Its shows that teachers employ a constructive learning theory, acting as facilitators, encourag

APA, Harvard, Vancouver, ISO, and other styles

20

Dong, Jie. "Analysis of Emotional Stress of Teachers in Japanese Teaching Process Based on EEG Signal Analysis." Occupational Therapy International 2022 (June 29, 2022): 1–11. http://dx.doi.org/10.1155/2022/2593338.

Full text

Abstract:

The construction direction of Japanese teaching evaluation system based on hybrid teaching mode is to give full feedback to teaching process, diversify evaluation subjects and evaluation methods, and obtain comprehensive and objective evaluation results. Compared with most similar studies, more EEG data of teachers’ emotional stress relief and healthy people in Japanese teaching process were collected, and a large number of features were extracted. An experiment of teachers’ emotional stress relief recognition in Japanese teaching process based on EEG signal was designed. The feature selection

APA, Harvard, Vancouver, ISO, and other styles

21

Hasegawa, Masato, and Masato Hasegawa. "To Educate the Chinese Youth: Japanese and Taiwanese Teachers in Late Qing China, 1901–1911." Late Imperial China 46, no. 1 (2025): 73–112. https://doi.org/10.1353/late.2025.a964628.

Full text

Abstract:

Abstract: Educational reforms in early twentieth-century East Asia reshaped the transregional movement of people and ideas, as political shifts and colonial policies redefined opportunities for teachers and students. Following the Boxer Uprising, the Qing leadership prioritized education as a means of strengthening the dynasty against Western military and diplomatic pressures. Limited resources and the urgency of modernization led to the strategic recruitment of foreign teachers, particularly from Japan. This initiative brought hundreds of Japanese educators—known as Riben jiaoxi or Nihon kyōs

APA, Harvard, Vancouver, ISO, and other styles

22

HMELJAK SANGAWA, Kristina. "Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives." Acta Linguistica Asiatica 8, no. 1 (2018): 51–64. http://dx.doi.org/10.4312/ala.8.1.51-64.

Full text

Abstract:

Japanese language teaching does not have a very long tradition in Slovenia, yet the teaching of Japanese has significantly developed both in qualitative and in quantitative terms in the past 20 years. This paper presents an overview of past Japanese language courses and of the development of Japanese language instruction in Slovenia at various levels of instruction and in different institutional settings, pointing out changes in learner motivation, increasing accessibility of language learning resources, and the growth and diversification of (present and potential) Japanese language teachers.

APA, Harvard, Vancouver, ISO, and other styles

23

Budianto, Suhartawan, Isnin Ainie, and Desy Irmayanti. "Japanese Teacher’s Perception of The Book Nihongo Dekiru." mezurashii 6, no. 1 (2024): 89–104. http://dx.doi.org/10.30996/mezurashii.v6i1.11023.

Full text

Abstract:

Textbooks are one of the factors that support the success of a learning process. With textbooks, students can understand the material being studied. On the other hand, textbooks can motivate teachers to increase their creativity in making teaching materials, so that the learning process becomes more meaningful. This research aims to determine Japanese language teachers' perceptions of the completeness of the Nihongo Dekiru book material. The Nihongo Dekiru book is a Japanese language textbook used by Muhammadiyah 3 Wage Elementary School students. This book consists of five volumes which are i

APA, Harvard, Vancouver, ISO, and other styles

24

Gorsuch, Greta. "Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities." education policy analysis archives 9 (March 27, 2001): 10. http://dx.doi.org/10.14507/epaa.v9n10.2001.

Full text

Abstract:

In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japa

APA, Harvard, Vancouver, ISO, and other styles

25

Kuster, William. "Non-Native Japanese Speaking Teachers’ Use of Japanese in University EFL Classrooms." JALT PanSIG Journal 10, no. 1 (2024): 18–24. https://doi.org/10.37546/jaltpansigj10.1-3.

Full text

Abstract:

While teachers using Japanese in the EFL classroom is still a hotly debated issue, recently there has been a wealth of research that shows Japanese can be a useful tool in Japanese university English classes (Bartlett, 2017; Joyce, 2021). However, non-native Japanese-speaking teachers may find it difficult to reap the benefits of using Japanese due to a number of reasons such as insufficient language proficiency, low confidence, or the time commitment needed to prepare materials in Japanese. This practice-based paper will explore some of the current research on teachers’ Japanese use and descr

APA, Harvard, Vancouver, ISO, and other styles

26

Motobayashi, Kyoko. "Language teacher subjectivities in Japan’s diaspora strategies: Teaching my language as someone’s heritage language." Multilingua 35, no. 4 (2016): 441–68. http://dx.doi.org/10.1515/multi-2015-8011.

Full text

Abstract:

Abstract This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country’s diaspora (Nikkei) population in South America. As teachers of heritage Japanese at Japanese language schools in these Nikkei communities, their work was central to Japan’s diaspora strategies, which reframe the Nikkei population as Japan’s “diplomatic assets” connected to Japan through their Ni

APA, Harvard, Vancouver, ISO, and other styles

27

Corey, Douglas Lyman, Travis Lemon, Edward Gilbert, and Hiroyuki Ninomiya. "Japanese Professional Development." Mathematics Teaching in the Middle School 21, no. 9 (2016): 544–51. http://dx.doi.org/10.5951/mathteacmiddscho.21.9.0544.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Kobari, Natsumi. "PENELITIAN DASAR TERHADAP MOTIVASI MAHASISWA YANG MEMILIH KEAHLIAN PENDIDIKAN BAHASA JEPANG." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (2014): 117. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.702.

Full text

Abstract:

Indonesia University of Education (UPI) takes an important role and responsibility in teachers' training of Japanese language education which is popular at senior high school in Indonesia. UPI is supposed to provide with training regularly to generate qualified Japanese language teachers. Even so, it is seen a significant difference among students in terms of the motivation toward learning Japanese language education and the effort to acquire title for being Japanese language teachers. This research aims to know the motivation of Japanese Education Study Program's students through analysis of

APA, Harvard, Vancouver, ISO, and other styles

29

Shibata, Miki. "How Japanese teachers of English perceive non-native assistant English teachers." System 38, no. 1 (2010): 124–33. http://dx.doi.org/10.1016/j.system.2009.12.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Hoon, Lai Siew, and KATO Tomiko. "Intercultural Communication in the Japanese Language Classroom in Singapore: A Comparison of Students’ and Teachers’ Perceptions." Journal of Intercultural Communication 8, no. 1 (2008): 1–11. http://dx.doi.org/10.36923/jicc.v8i1.453.

Full text

Abstract:

Exploring the communicative behavior of teachers and students in the Japanese language classroom in Singapore is one important way of looking at intercultural communication between Japanese and Singaporeans. Ease in effective communication is often hindered by differences in expectations resulting in communication gaps. In this study, attempts were made to explore the differences in perceptions held by students and Japanese teachers of (i) a good teacher versus a Japanese teacher; and (ii) a good student versus a university student. A questionnaire based on previous findings was constructed us

APA, Harvard, Vancouver, ISO, and other styles

31

Egitim, Soyhan, and Travis Garcia. "Japanese University Students’ Perceptions of Foreign English Teachers." English Language Teaching 14, no. 5 (2021): 13. http://dx.doi.org/10.5539/elt.v14n5p13.

Full text

Abstract:

This study aims to understand Japanese university students&rsquo; perceptions of foreign English teachers (FETs) through a two-phased exploratory sequential mixed-methods design. During the initial phase, a quantitative survey was performed with first and second-year Japanese university students (n=377). Despite a lack of precision and a high dispersion measure, the Quantitative data analysis revealed certain outliers. A significant number of participants viewed their FETs as more of an entertainer, preferred FETs of American/European heritage, and believed FETs of Asian descent may not be

APA, Harvard, Vancouver, ISO, and other styles

32

Yuniarti, Yuniarti. "An Article Review on Teaching English in English, ‘in principle’: The National Language Curriculum for Japanese Senior High Schools." ACCENTIA: Journal of English Language and Education 1, no. 2 (2021): 87–93. http://dx.doi.org/10.37598/accentia.v1i2.970.

Full text

Abstract:

This paper reviews the article written by Gregory Paul Glasgow entitled “Teaching English in English, ‘in principle’: The national language curriculum for Japanese senior high schools” published in 2014. This paper aims to examine the author’ findings on teachers’ perception of new course of study by proposing some theoretical frameworks of communicative language teaching and the planned behavior analysis perspective to support the discussion. The article author raised the issue of Japanese English teachers’ perceptions towards the recently launched national foreign language curriculum for Jap

APA, Harvard, Vancouver, ISO, and other styles

33

Antonova, Halyna, and Tetyana Solopova. "THE SOCIAL STATUS OF THE JAPANESE TEACHER AND THE INFLUENCE OF THE TEACHER’S PERSONALITY ON THE MORAL EDUCATION OF STUDENTS." Духовність особистості: методологія, теорія і практика 1, no. 1 (103) (2022): 17–23. http://dx.doi.org/10.33216/2220-6310-2022-103-1-17-23.

Full text

Abstract:

In all periods of Japanese history, especially at its turning points, education has played a decisive role. The high level of education of all strata of the population at each stage of the historical development of Japan was one of the most important reasons for the rapid pace of modernization of the country. Education - one of the basic components of the "Japanese miracle", high social and political activity of the population - belongs to the enduring spiritual values of the people of this state. Japan is the only country where moral education is a compulsory subject of the school curri

APA, Harvard, Vancouver, ISO, and other styles

34

Yoshida, Masami. "Recognition of International Education in Japanese Teachers." Journal of Education and Training Studies 5, no. 2 (2017): 53. http://dx.doi.org/10.11114/jets.v5i2.2016.

Full text

Abstract:

Education for international understanding in Japan was focused to develop its own national identity as well as to recognize its coexistence through intercultural education. Then, we have investigated the opinions of Japanese school teachers in terms of their recognition of the necessary content to introduce school instruction of intercultural education using a questionnaire method. In the questionnaire, 14 items of three principles were extracted from the criteria of UNESCO (United Nations Educational, Scientific, and Cultural Organization). For analyzing the collected data, the geometric mean

APA, Harvard, Vancouver, ISO, and other styles

35

Okamura, Yasuko, and Judi Miller. "Career Development Strategies for Japanese Immigrant Teachers." Australian Journal of Career Development 19, no. 3 (2010): 33–42. http://dx.doi.org/10.1177/103841621001900306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Murray, Adam, and Taiko Tsuchihara. "Japanese Teachers’ Attitudes Towards Classroom-based Assessment." JALT Postconference Publication - Issue 2022.1; August 2023 2022, no. 1 (2023): 196. http://dx.doi.org/10.37546/jaltpcp2022-23.

Full text

Abstract:

In this paper, we report on a pilot study about Japanese Teachers of English (JTEs) beliefs about classroom-based assessment (CBA). For this study, we used a revised version of the Classroom-based Assessment Self-Efficacy Scale (CBA-SES) which consists of four sections: teaching context, teacher beliefs, self-efficacy, and teaching practices. We administered this instrument to a convenience sample of 29 JTEs to get a better understanding of their work in various teaching contexts (primary, secondary, post-secondary) with the intention of revising the instrument and conducting a large-scale stu

APA, Harvard, Vancouver, ISO, and other styles

37

KAWASOME Yu. "Factors Involved in the Pronunciation Instruction of Japanese teachers: Analysis of Qualitative Data from Interviews with Japanese Teachers." Journal of Japanese Language Education Association ll, no. 77 (2016): 11–26. http://dx.doi.org/10.26591/jpedu.2016..77.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Luo, Junchao. "Compare the teaching effectiveness and student satisfaction between native Japanese language teachers and non-native Japanese language teachers." Journal of Infrastructure, Policy and Development 8, no. 11 (2024): 9090. http://dx.doi.org/10.24294/jipd.v8i11.9090.

Full text

Abstract:

This study examines the comparative teaching effectiveness and student satisfaction between native Japanese language teachers (NJLTs) and non-native Japanese language teachers (NNJLTs). Utilizing a sample of 740 students from various educational institutions in Japan, the research employs a quantitative design, including structured questionnaires adapted from established scales. Advanced statistical methods, including factor analysis and multiple regression, were used to analyze the data. The findings reveal no significant differences in student satisfaction and language proficiency between st

APA, Harvard, Vancouver, ISO, and other styles

39

Reys, Barbara J., and Robert E. Reys. "In My Opinion: Japanese Mathematics Education: What Makes It Work?" Teaching Children Mathematics 1, no. 8 (1995): 474–75. http://dx.doi.org/10.5951/tcm.1.8.0474.

Full text

Abstract:

Japan's stature as an economic and political power worldwide has caused growing interest in the country's culture and. more specifically, its system of educating its youth. International comparisons of mathematics achievement highlight Japanese students' unquestioned superiority in mathematical performance. Factors that contribute to the relatively high performance include the nature of Japanese schools, the professional stature of teachers, the homogeneity of the school population, the high parental expectations for the educational success of their children, the abundance of jukus (special cr

APA, Harvard, Vancouver, ISO, and other styles

40

Dowdle, Brian C. "The Generalist’s Dilemma: How Accidental Language Teachers Are at the Center of Japanese Pedagogy." Japanese Language and Literature 54, no. 2 (2020): 383–89. http://dx.doi.org/10.5195/jll.2020.136.

Full text

Abstract:

This article introduces the role and issues of generalist in Japanese-language education. Generalists teach both Japanese- and English-language courses, across the curriculum. They may be “accidental” Japanese teachers, who were trained in other fields but find themselves teaching language due to the nature of the job market. Hence, unlike specialist Japanese language educators, generalists may lack an academic identity of language teacher. This article shows how the generalist’s dilemma provides a window into larger problems of diversity in Japanese language instruction and its relationship t

APA, Harvard, Vancouver, ISO, and other styles

41

Kobayashi, Junko, and Linda Viswat. "An Exploratory Study of “Fairness” in Educational Settings —American and Japanese University Students—." Journal of Intercultural Communication 7, no. 2 (2007): 1–13. http://dx.doi.org/10.36923/jicc.v7i2.440.

Full text

Abstract:

This paper deals with differences and similarities in the perception of "fairness" in e ducational settings between American and Japanese university students. First, data was collected through open-ended questionnaires and interviews as to the words and actions of Native English-Speaking (NES) teachers that Japanese students regarded as unfair, and those of Japanese students that American teachers found to be unfair. Based on the responses, a second questionnaire was prepared and distributed to 155 American students and 157 Japanese students. This paper specifically discusses the diverse viewp

APA, Harvard, Vancouver, ISO, and other styles

42

Tai, Eika. "Colonial Responsibility for Education of Koreans in Japanese Schools." Seoul Journal of Korean Studies 36, no. 1 (2023): 11–48. http://dx.doi.org/10.1353/seo.2023.a902133.

Full text

Abstract:

Abstract: As soon as their homeland was liberated in August 1945, Koreans living in Japan opened schools for children, who hardly spoke Korean. They fought back against the Japanese government’s intervention, but the majority of Korean children had to attend public schools, where they were treated as if they were Japanese. Some Japanese teachers opposed postwar assimilationist education and tried to take colonial responsibility through providing postcolonial education for Koreans in Japanese schools. I look into how those teachers engaged in Zainichi Korean education from the 1950s to the earl

APA, Harvard, Vancouver, ISO, and other styles

43

Peterson, Blake E. "The Back Page: Teaching the Pythagorean Theorem for Understanding." Mathematics Teacher 103, no. 2 (2009): 160. http://dx.doi.org/10.5951/mt.103.2.0160.

Full text

Abstract:

One of my favorite lessons was developed not by me but by a group of student teachers. While conducting research on student teaching in mathematics classes at a Japanese junior high school, I observed a group of seven Japanese student teachers participate in a lesson study to develop a lesson on the Pythagorean theorem. The goal of the lesson was for the students to understand the meaning of the theorem. The student teachers looked in many textbooks, studied the different proofs of the theorem, and consulted their cooperating teachers.

APA, Harvard, Vancouver, ISO, and other styles

44

Peterson, Blake E. "The Back Page: Teaching the Pythagorean Theorem for Understanding." Mathematics Teacher 103, no. 2 (2009): 160. http://dx.doi.org/10.5951/mt.103.2.0160.

Full text

Abstract:

One of my favorite lessons was developed not by me but by a group of student teachers. While conducting research on student teaching in mathematics classes at a Japanese junior high school, I observed a group of seven Japanese student teachers participate in a lesson study to develop a lesson on the Pythagorean theorem. The goal of the lesson was for the students to understand the meaning of the theorem. The student teachers looked in many textbooks, studied the different proofs of the theorem, and consulted their cooperating teachers.

APA, Harvard, Vancouver, ISO, and other styles

45

Cyrus, Pontawe Casingal 1., and Rivero Caerlang 2. Lovejoy. "Teaching Beyond Borders: Experiences, Challenges, and Contributions of Filipino Assistant Language Teachers (ALTs) in Japan." MSI Journal of Arts, Law and Justice (MSIJALJ) Volume 2, Issue 6 (2025): 01–31. https://doi.org/10.5281/zenodo.15565923.

Full text

Abstract:

This study examines the experiences, challenges, and contributions of Filipino Assistant Language Teachers (ALTs) in Japan's educational system. Employing a mixed-methods approach, data were collected from seven Filipino ALTs across different Japanese prefectures through questionnaires and narrative accounts. Findings reveal that Filipino ALTs navigate complex cultural territories while developing hybridized professional identities that bridge Filipino and Japanese educational paradigms. They integrate distinctive pedagogical approaches from Philippine educational practices, including interact

APA, Harvard, Vancouver, ISO, and other styles

46

Nur Dwiyanti, Febri, Nela Naila Nidhafar, Luthfi Fadhillah Anshar, Reni Erita, and Dini Budiani. "PEMBELAJARAN DARING KOTOBA (KOSAKATA) BAHASA JEPANG DI SMAN 8 PEKANBARU." Jurnal Manajemen Pendidikan 5, no. 2 (2020): 167–77. http://dx.doi.org/10.34125/jmp.v5i2.803.

Full text

Abstract:

Vocabulary is an important element in mastering a language. Because having a good quantity and quality of vocabulary affects the use of good language too. In learning vocabulary, learning strategies are needed. However, vocabulary learning that usually done in class (offline) has turned into online learning (online) due to the COVID-19 Pandemic. This study aims to describe (1) the vocabulary online learning strategies used by Japanese language teachers at SMAN 8 Pekanbaru, (2) the obstacles experienced by teachers in teaching Japanese vocabulary online at SMAN 8 Pekanbaru. The subjects of this

APA, Harvard, Vancouver, ISO, and other styles

47

Eyadat, Hussein Aref, Mohammad Ali Ashour, and Mohammad Ahmad Al-Momani. "The Degree of Practicing the Principles of Japanese Leadership Theory among Bedouin Primary School Principals within the Green Line and its relationship to Teachers' Organizational Commitment." Jordanian Educational Journal 9, no. 1 (2024): 405–28. http://dx.doi.org/10.46515/jaes.v9i1.589.

Full text

Abstract:

The current study aimed to investigate the relationship between the practicing degree among Bedouin primary school principals within the Green Line of Japanese leadership theory and the organizational commitment of teachers in those schools. The study utilized the descriptive correlational survey methodology, and the questionnaire as a tool for data collection after verifying its validity and reliability. The study sample consisted of (370) teachers who were chosen using random sampling method. The results showed that all domains of the degree of practicing the principles of Japanese leadershi

APA, Harvard, Vancouver, ISO, and other styles

48

Izumi-Taylor, Satomi, Yoko Ito, Chia-Hui Lin, and Kiyomi Akita. "A comparative study of American, Japanese, and Taiwanese early childhood teachers’ perceptions of clean-up time." Research in Comparative and International Education 12, no. 2 (2017): 231–42. http://dx.doi.org/10.1177/1745499917712610.

Full text

Abstract:

The purpose of this study was to examine similarities and differences of American, Japanese, and Taiwanese kindergarten teachers’ perspectives about clean-up time. The participants consisted of two female American kindergarten teachers in the southeastern US, two female Japanese kindergarten teachers on the main island, and two female Taiwanese kindergarten teachers from central Taiwan, all of whom teach four-year-olds. Qualitative analysis of the data yielded four themes regarding teachers’ views of clean-up time: teaching cleaning-up methods, the developmental stages, the extension of play,

APA, Harvard, Vancouver, ISO, and other styles

49

Haristiani, Nuria, Amelya Septiana, and Dewi Kusrini. "Japanese Language Teachers’ Perception and Implementation of Classroom Action Research (CAR)." Chi'e: Journal of Japanese Learning and Teaching 11, no. 1 (2023): 1–12. http://dx.doi.org/10.15294/chie.v11i1.65230.

Full text

Abstract:

Classroom Action Research (CAR) facilitates teachers to improve the quality of learning and teaching and works with them to develop and understand engaging context-specific research. In this study, 193 Japanese language teachers’ perceptions of CAR were qualitatively explored through Classroom Action Research’s survey to know the Japanese language teachers’ perceptions and abilities of research, especially at the high school level. A questionnaire consisting of open-ended questions was utilized to collect the data. The results revealed that most teachers don’t have sufficient capacity and abil

APA, Harvard, Vancouver, ISO, and other styles

50

Sakellarios, Marc D., and Gregory Price. "Perspectives on EMI among English Teachers at a Japanese Science University." international journal of Education, Learning and Development 11, no. 7 (2023): 18–33. http://dx.doi.org/10.37745/ijeld.2013/vol11n71833.

Full text

Abstract:

Through the design and implementation of a survey, this paper has sought to better understand perceptions among educators in Japan concerning the readiness and necessity of English-taught programs in Japanese higher education institutions. The researchers surveyed both domestic and international teachers at a private science university in Japan and found that educators believe some struggles exist for Japanese students in English-taught classes. These struggles, specifically regarding cultural differences in teaching and learning styles, might hinder Japanese students’ acclimation to English-t

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!