||Enhancing EFL Teacher Trainees' Autonomous Development : A Sociocultural and Reflective Approach to Teaching Practice(Guest Speaker's Paper)
Enhancing EFL Teacher Trainees' Autonomous Development : A Sociocultural and Reflective Approach to Teaching Practice(Guest Speaker's Paper)
小嶋, 英夫 ,
Hideo, KOJIMABunkyo University
Tohoku TEFL : JACET東北支部紀要
15 , 2016-03-01
Today, Japanese teachers of English as a foreign language (EFL) are involved in the English education reform which is promoted by the Japanese Ministry of Education, Culture, Sports, and Technology (MEXT, 2013). The present study aimed to examine how a sociocultural and reflective approach in collaborative teaching practice among EFL teacher trainees could be effective in promoting their awareness of learner development and their own teacher-learner autonomy. A total of 25 third-year student teachers who would like to be EFL teachers in junior or senior high schools after graduation took part in the pre-service teacher education program managed by the author (teacher educator) at a junior high school over a three-year period (2012 to 2014). They collaboratively helped first-year junior high school students to perform a picture-story show (Kamishibai) in English and to develop basic EFL skills and autonomy in language learning through group work. Both the teacher trainees and the school students developed portfolios for autonomous teaching and learning. As a result, the trainees raised their awareness of the students' growth in EFL learning and learned how to teach and research through their collaborative and reflective teaching cycles. It is essential for teacher trainees to develop teacher-learner autonomy and to be collaborative thinkers, practitioners, and researchers.