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An Exploratory Study on the Impact of the New Teaching English Through English (TETE) Curriculum Policy in Japan: A Case Study of Three Teachers
http://hdl.handle.net/2298/34462
http://hdl.handle.net/2298/34462ddc947d3-e959-443e-9acf-7abfa4d747a7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
SCS0009_015-045.pdf (263.5 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2016-04-13 | |||||
| タイトル | ||||||
| タイトル | An Exploratory Study on the Impact of the New Teaching English Through English (TETE) Curriculum Policy in Japan: A Case Study of Three Teachers | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題 | Course of Study Guidelines, MEXT, Teaching English Through English, TETE, Teacher Development | |||||
| 資源タイプ | ||||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
Takegami, Fumi
× Takegami, Fumi |
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| 別言語の著者 |
武上, 富美
× 武上, 富美 |
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| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | In 2009, The Ministry of Education, Culture, Sports, and Science and Technology in Japan (MEXT) revised the Course of Study (COS) curriculum guidelines for senior high schools, and it was implemented in 2013. Under the new policy, Japanese teachers of English (JTEs) are expected to increase the use of English in classrooms, which will require JTEs to make changes in their instruction. This paper attempts to examine how JTEs perceive the implementation of the new policy. Through a questionnaire to elicit general views with a sample of 30 JTEs and focused interviews with three participants, the results show that JTEs are concerned about the pressures of conducting classes in English and focusing more on developing students' communication skills in English. They are concerned about how to teach English through English because of their lack of training to provide effective communicative language activities. Data also showed that they are conflicted over their beliefs about how much of the target language (L2) should be used. They have strong beliefs that grammar needs to be taught in Japanese (L1). A positive outcome of this study is that the JTEs state a willingness to enter teacher development with colleagues to find ways to meet the curriculum demands. This result willhopefully inform constructive teacher development programs that understand the value of collaboration in teacher learning. Thus, this paper has implications for teacher education. | |||||
| 書誌情報 |
International Journal of Social and Cultural Studies 巻 9, p. 15-45, 発行年 2016-03 |
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| ISSN | ||||||
| 収録物識別子 | 18829260 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12366490 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 形態 | ||||||
| 263533 bytes | ||||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版者 | ||||||
| 出版者 | 熊本大学 | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 論文(Article) | |||||
| 資源タイプ・ローカル | ||||||
| 紀要論文 | ||||||
| 資源タイプ・NII | ||||||
| Departmental Bulletin Paper | ||||||
| 資源タイプ・DCMI | ||||||
| text | ||||||
| 資源タイプ・ローカル表示コード | ||||||
| 02 | ||||||
