Japan's Teacher Acculturation: a comparative ethnographic narrative of teacher induction
Notice bibliographique
Résumé
This study evolved from my cross-culture learning and teaching experience in Canada and Japan. Drawing mainly from reflexive ethnography and narrative inquiry, I have used a "comparative ethnographic narrative" to investigate teacher acculturation. The research methodology parallels the serendipitous and personal nature of teacher induction. I have chronicled my educational journey as a learner, teacher and researcher. The text is filled with teachers' stories based on lived experiences--connected through the common thread of learning to teach. The narratives of Japan's teachers are linked to my own personal narrative, through my research and connections to the teachers.\nBeginning teachers in Canada are largely required to work in isolation, to learn their practice through trial and error--left to "sink or swim." There is little provision for mentorship and insufficient time to reflect on teaching practices. In contrast, Japan's teacher induction programs facilitate collegiality between novice and experienced teachers. Moreover, teachers are both life-long learners and researchers and thus contribute greatly to the profession. However, undeveloped preservice programs, one-way, "top-down" pedagogical exchanges, and ineffective mentors are contentious issues that hamper further improvement to teacher education. Moreover, mentors must be specially trained and more carefully selected based on performance rather than seniority. Nevertheless, Japan's gradual teacher acculturation successfully integrates time to think and reflect, a shared culture of the craft of teaching, and an apprenticeship model of teacher development.\nThe blended reflexive ethnology and narrative inquiry research methodologies described here presents an original approach to cross-cultural study providing a framework for further comparative education research and advancing the knowledge of teacher induction in Japan, Canada and elsewhere. As teaching is a cultural activity, educational reforms must occur gradually. Japanese teacher acculturation offers a mirror for us to reflect on current practices, rather than a model for us to adopt 'lock, stock and barrel.' It is hoped that this study will help to uncover some of the most salient features that successfully prepare individuals to gradually becoming acculturated into the teaching profession. Effective teacher induction is critical, for any effort to reform education, ultimately depends on the effectiveness of teachers.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,054 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».