Teacher praxis within the 'Communicative Course of Study Guidelines' in Japan: post-implementation pedagogy

Bartlett, Kevin ORCID: https://orcid.org/0000-0001-7341-7788 (2020) Teacher praxis within the 'Communicative Course of Study Guidelines' in Japan: post-implementation pedagogy. Australian Journal of Applied Linguistics, 3 (2). pp. 168-182.

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Abstract

In this paper, Japanese teachers’ experiences under the new communicative course of study guidelines that became fully implemented in April 2016 in the new Japanese high school English Language curriculum, “Communicative Course of Study Guidelines” are examined. The study explored 21 high school teachers from a variety of schools, and with experience ranging from those who have just begun teaching to those who are reaching the end of their careers. It analysed their proficiency and confidence in teaching various skills, the workplace pressures that shaped their pedagogy within the new curriculum guidelines, and whether their implementation of the new curriculum was achieved. Results show that even though there is a willingness among newer teachers to implement communicative approaches within the high school English classroom, the workplace hierarchy and the culture of senpai-kohai (senior-junior) influenced the approaches they used within the classroom regardless of what the new curriculum sets out to achieve.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version made available in accordance with a Creative Commons Attribution-NonCommercial 4.0 International License.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 09 Sep 2020 04:43
Last Modified: 13 Jan 2021 05:36
Uncontrolled Keywords: CLT, teacher praxis, curriculum implementation, hierarchy, Japanese high school
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Identification Number or DOI: doi:10.29140/ajal.v3n2.316
URI: http://eprints.usq.edu.au/id/eprint/39426

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