This book presents a researcher’s work on reflective practice with a group of high school teachers of English in Japan. Beginning with a series of uncomfortable teacher training sessions delivered to unwilling participants, the book charts the author’s development of new methods of engaging her participants and making use of their own experiences and knowledge. Both an in-depth examination of reflective practice in the context of Japanese cultural conventions and a narrative account of the researcher’s reflexivity in her engagement with the study, the book introduces the concept of ‘the reflective continuum’ – a non-linear journey that mirrors the way reflection develops in unpredictable and individual ways.
Table of Content
Chapter 1: Introduction and Preface: Embarking of the Journey of Reflective Practice
Chapter 2: Designing a Better Way to Learn about Teachers and Professional Development
Chapter 3: Situating My Study: Reflective Practice in the Japanese Context
Chapter 4: The Reflective Continuum
Chapter 5: Reflective Practice and the Consolidation of Professional Identity: Cases of the Novice Teachers
Chapter 6: Reflective Practice and the Consolidation of Professional Identity: Cases of the Experienced Teachers
Chapter 7: Participants Awareness and Understanding: Exploring Teacher Cognition
Chapter 8: The Reflective Interventions: Creating a Space for Expression
Chapter 9: Implications for Professional Development Opportunities for Japanese Teachers
About the author
Atsuko Watanabe is Professor in the Faculty of Language and Literature at Bunkyo University, Japan. Her publications include Reflective Practice as Professional Development: Experiences of Teachers of English in Japan (Multilingual Matters, 2017). Her research interests include reflective practice, researcher reflexivity and qualitative interview methods.
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