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Palgrave Macmillan

Teacher Awareness as Professional Development

Assistant Language Teachers in a Cross-Cultural Context

  • Book
  • © 2022

Overview

Authors:
  1. Nami Sakamoto

    1. Department of Secondary Education, Okayama University of Science, Kita-ku, Japan

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  • Focuses on the development of Assistant Language Teachers in the EFL context
  • Deepens understanding of identity (re)construction in their professional development process
  • Traces the participating ALTs’ narratives from the perspective of an experienced teacher-researcher

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Introduction

    • Nami Sakamoto
    Pages 1-6

  3. English Language Education Reform and Assistant Language Teachers in Japan

    • Nami Sakamoto
    Pages 7-17

  4. Teacher Awareness, Kizuki: A Form of Professional Development

    • Nami Sakamoto
    Pages 19-27

  5. Overview of the Study

    • Nami Sakamoto
    Pages 29-39

  6. Tracing Process 1: Their Stories Begin

    • Nami Sakamoto
    Pages 41-55

  7. Tracing Process 2: Experiencing Kizuki—Cognitive, Emotional, and Collegial Loops of Awareness

    • Nami Sakamoto
    Pages 57-93

  8. Tracing Process 3: Investments and Crossing the Boundaries in the Classroom

    • Nami Sakamoto
    Pages 95-111

  9. Tracing Process 4: Fostering Collegiality in Cooperative Practice

    • Nami Sakamoto
    Pages 113-120

  10. Tracing Process 5: Sociocultural Perspectives on ALTs’ Professional Development

    • Nami Sakamoto
    Pages 121-131

  11. Narrative Inquiry as an Inquiry-Based Approach to Teacher Development

    • Nami Sakamoto
    Pages 133-144

  12. Back Matter

    Pages 145-151
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Keywords

About this book

This book examines the process of identity (re)construction for assistant language teachers (ALTs) in foreign language classrooms in Japan, using Narrative Inquiry as a tool to provide a multifaceted perspective on their personal and professional growth. To develop a thorough understanding of the classroom, the author proposes three different types of awareness from the perspective of sociocultural theory. Each type of awareness is a unique lens through which to see the teachers’ world of language teaching within the classroom. Finally, the book discusses teacher development, teaching theory, and identity based on analysis of the narrative data. 

The book offers useful pedagogical insights that may have implications for teacher development and principles of language team teaching for teachers, teacher trainers, ALTs, boards of education, and university students of English and language education, including English as a Foreign Language (EFL).

Authors and Affiliations

  • Department of Secondary Education, Okayama University of Science, Kita-ku, Japan

    Nami Sakamoto

About the author

Nami Sakamoto is an Associate Professor in the Department of Secondary Education in the Faculty of Education at Okayama University of Science, Japan, with a focus on professional development of language teachers. She has published in Teacher Development (2011) “Professional Development Through Kizuki – Cognitive, Emotional, and Collegial Awareness.

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