This month we are publishing Reflective Practice as Professional Development by Atsuko Watanabe. In this post, Atsuko explains a bit more about the background to the book.
In March 2003, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan announced an action plan, Japanese with English Abilities, to foster the English abilities of Japanese nationals. The action plan had an unprecedented impact on the nation’s extensive English language teaching sectors, one of which was a compulsory teacher training seminar for all the English language teachers of public junior and senior high schools in Japan to improve their ‘teaching ability’ of English. MEXT was influenced by the business community which promoted the importance of improving teachers’ English proficiency in order to compete at an international level. What was missing from the teacher training seminar was taking account of the teachers’ experiences. Reflective practice, which encourages the teachers to look back and examine their ideas and experiences of teaching, is an essential element of professional development.
This book illustrates a study of reflective practice which was conducted with a group of in-service teachers. By looking back at one’s teaching, reflective practice also allows teachers to enhance self-awareness and to foster autonomy.
As reflective practice was a new concept in Japan, the book took into account some Japanese conventions which are deeply rooted in the culture, such as tatemae (official front) and honne (real intent) in communication, and hansei (self-critical reflection). As a researcher, I attempted not to influence the honne of the participants and not to engage them in hansei. This approach involved the teachers in different types of dialogue: with the researcher, with other teachers, and with themselves. The book also explores what it means to reflect, and examines whether reflection follows a hierarchical sequence and specific stages. The book discusses the following:
- The reflective continuum as opposed to hierarchical stages of reflection
- Consolidation of professional identity for novice teachers
- Consolidation of professional identity for experienced teachers
- Teachers’ exploration of teacher cognition
- Teachers’ engagement in reflective interventions, focus group discussion, journal writing, and interviews.
This book outlines a novel approach of allowing teachers to look at their teaching through different perspectives which lead them to develop professionally through shaping and reshaping their professional identity and teacher cognition. Through the illustration of the researcher’s engagement in reflection and reflexivity, the book is also useful for researchers who are interested in conducting a study of reflective practice. Reflective practice is an essential part of professional development and this book will help all teachers to understand reflective practice and engage in it in their teaching contexts.
For further information about the book, please see our website. You might also be interested in our other title Exploring Japanese University English Teachers’ Professional Identity by Diane Hawley Nagatomo.