Developing English Teacher Competencies - 早稲田大学 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050...

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Research Project, Grant-in-Aid for Scientific Research (19320086) English Edition Developing English Teacher Competencies An Integrated Study of Pre-service Training, Professional Development, Teacher Evaluation, and Certification Systems Edited by Hisatake Jimbo Ken Hisamura Leonid Yoffe July 2009 JACET SIG on English Education

Transcript of Developing English Teacher Competencies - 早稲田大学 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050...

Page 1: Developing English Teacher Competencies - 早稲田大学 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050 JACET SIG on English Education 2009 No part of this report may be reproduced in

Research Project, Grant-in-Aid for Scientific Research (19320086) English Edition

Developing English Teacher Competencies An Integrated Study of Pre-service Training,

Professional Development, Teacher Evaluation, and Certification Systems

Edited by

Hisatake Jimbo Ken Hisamura Leonid Yoffe

July 2009

JACET SIG on English Education

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The English edition of the grant-in-aid for scientific research report

Published by the Special Interest Group of the Japan Association of College English

Teachers on English Education

c/o Hisatake Jimbo, School of Commerce, Waseda University

1-6-1 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050

Ⓒ JACET SIG on English Education 2009

No part of this report may be reproduced in any form without permission in writing

from JACET SIG on English Education.

Printed by Tobunsha for the JACET SIG in Japan.

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Acknowledgements

The undertaking of this scope would not have been possible without the support and assistance of many people, both in Japan and overseas. Space constraints do not allow us to thank every individual who contributed to the making of this report.

First, we would like to extend our sincere thanks to the thirty-two prefectural superintendents and mentors who took the time to respond to our survey in a timely and highly professional manner.

We are also grateful to the one hundred and one professors who teach English methodology classes throughout Japan. They demonstrated a strong interest in improving English teacher education in Japan and we thank them for their dedication.

The data collected by our three research teams dispatched to the United States, Great Britain and Austria was extremely valuable, and we want to acknowledge the guidance and insights provided by the policy makers, academics, education administrators and teachers listed below.

Austria Participants and organizers of the ELP in whole-school use workshop held in October,

2008, at the European Centre for Modern Languages (ECML), Graz Dr. David Little, Professor Emeritus, Trinity College, Dublin Dr. David Newby, Professor, University of Graz Great Britain Dr. Sheila King, PGCE MA director of Training Partnership, IoE, University of London Ms. Ayshea Craig, PhD candidate with three-year teaching experience at primary

school Mr. Paul Hine, TDA, programme leader Ms. Geri Askin, Deputy Head, Old Ford Primary School, London Mr. Stuart Churchill, Headteacher, Deanshanger Primary School United States Participants of American Council on the Teaching of Foreign Languages (ACTFL)

July 25, 2009 Hisatake Jimbo, Leader, Grant-in-Aid for Scientific Research Project Ken Hisamura, Head, JACET SIG on English Education

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Contributors to the English Edition Editors Hisatake Jimbo, Professor, Waseda University Ken Hisamura, Professor, Den-en Chofu University Leonid Yoffe, Full-time Lecturer, Waseda University Co-authored by: Chitose Asaoka, Associate Professor, Dokkyo University Ken Hisamura, Professor, Den-en Chofu University Hiromi Imamura, Professor, Chubu University Masachika Ishida, Professor, Seisen University Mika Ito, Associate Professor, Tokai University Hisatake Jimbo, Professor, Waseda University Yoichi Kiyota, Associate Professor, Meisei University Akiko Kochiyama, Associate Professor, Meisei University Takako Maeda, Associate Professor, Caritas Junior College Natsue Nakayama, Associate Professor, Maebashi Kyoai Gakuen College Satsuki Osaki, Full-time Lecturer, Soka University Shien Sakai, Professor, Chiba University of Commerce Akiko Takagi, Associate Professor, Osaka Kyoiku University Tsuneo Takanashi, Professor Emeritus, University of Hirosaki Yoshiko Usui, Associate Professor, Dokkyo University Leonid Yoffe, Full-time Lecturer, Waseda University

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Table of Contents

Acknowledgements ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 1

Contributors to the English Edition ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 2

Executive Summary ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 5

Chapter 1 Seeking a New Paradigm of Professional Development and Evaluation of Secondary School English Teachers

Background ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Objectives ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Method ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Survey Results ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

Discussion ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

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Chapter 2 A Report of Questionnaire Survey Results on Initial Teacher Education (ITE)

Background ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Objectives ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Method ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Survey Results ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

Discussion ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

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Chapter 3 European Language Portfolio (ELP) and the Common European Framework of Reference for Languages (CEFR)

Background ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Aims ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

Functions ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Structure ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Common European Framework of Reference for Languages (CEFR) ・・・・・・・ ELP: Current Status ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Implications for teacher education ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Major Challenges ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Necessary Conditions for a Successful Dissemination of ELP ・・・・・・・・・・・・ The role of the European Centre for Modern Languages (ECML) ・・・・・・・・・ Conclusion: Implications for Japan ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

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Chapter 4 Visit to England: Major Findings and Implications for Japan Introduction ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

Initial Teacher Training (ITT) ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Professional Development ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Comparative Review of Teacher Training in Japan and England ・・・・・・・・・・ Implications for Japan ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

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Chapter 5 American Council on the Teaching of Foreign Languages (ACTFL) 2008: Report on Annual Convention

Introduction ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Outline of ACTFL and Report on Annual Convention ・・・・・・・・・・・・・・・・・・・ Implications for Japan ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

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Attachment ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 81

Chapter 1 ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ A. Questionnaire on In-service English Teacher Training and Evaluation・・ B. Survey Results ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ C. Analyses ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

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A. Questionnaire on Initial Teacher Education ・・・・・・・・・・・・・・・・・・・・・ B. Survey Results ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

110110112

Chapter 4 ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ Summaries from the documents related to accreditation and responsibilities

of ITT providers

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Executive Summary

Chapter 1 Seeking a New Paradigm of Professional Development and

Evaluation of Secondary School English Teachers 1. Background

In the 2007 academic year, the JACET SIG on English Education conducted a nation-wide survey about the implementation of TCRS (the teacher certification renewal system) and English teacher competencies. Six recommendations were formulated based on 2,897 responses from English teachers in every prefecture. Two of them are closely related to PD (professional development) and teacher appraisal: ・ Professional standards for teachers should be clearly defined: nationally

standardized and clear benchmarks should be established for professional competencies, teacher assessment, and pre-/in-service teacher training, and

・ Systematic programs for pre-service teacher training, and novice and in-service professional development (including recertification) should be established. To make these recommendations more specific and meaningful, it was considered

necessary to conduct a survey among local education authorities.

2. Objectives The survey sought to suggest the possibilities to:

・ establish a national appraisal framework for EFL teachers, and ・ develop a set of guidelines governing CPD (continuing professional development)

for secondary school EFL teachers. 3. Questionnaire survey ・ Components: Four categories were set according to the research objectives. The

question items of each category were elaborated on the bases of the past research outcomes and new data collected from Japan and elsewhere. (1) In-service English teacher training (training systems: 9 items, training

programs: 14 items), (2) License renewal training and assessment (13 items selected from the previous

survey)

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(3) Assessment of English teacher training (assessment of training: 5 items, individual training: 14 items)

(4) Competence stages of English teachers (22 items) ・ Timeframe: December 6, 2008, to January 17, 2009. ・ Respondents: Supervisors of English at local education boards of 47 prefectures, 17

ordinance-designated cities, and 39 core cities (total: 103). ・ Number of responses: 32 4. Major findings 4.1 License renewal training and assessment

Thirteen items considered important by the majority of in-service secondary school English teachers in the previous survey were judged acceptable by local education authorities. As a result, not only the systematic implementation of TCRS but also the CPD guidelines and evaluation framework for English teachers were confirmed as urgent issues. 4.2 In-service English Teacher Training (1) Training systems ・ The majority of education boards provide regular training held every year at the

training centers and on-site training using demonstration lessons and/or class observations at own school.

・ More than half of education boards provide: "training periodically beside every-ten-year and license renewal training as stipulated by MEXT,” “training at graduate schools,” and “training overseas.”

・ Only a few education boards provide training of English language skills designed in cooperation with private educational institutes or online training.

(2) Training programs ・ Training programs focusing on fundamental teaching methodology and teaching

skills are regarded as appropriate mainly for novice and/or apprentice teachers. ・ Training programs focusing on specific fields and techniques such as ‘development

of supplementary teaching materials’ and ‘enhancing international understanding’ are regarded as appropriate for practitioner and /or expert or mentor teachers.

4.3 Assessment of English teacher training (1) Assessment of training ・ Training judged by boards of education as “possible to assess” were activities that

could take place on site, such as demonstration lessons or action research. ・ Training considered “difficult to assess” included: numerical assessment of one’s

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academic track record and inter-school demonstration lessons. (2) Individual Training

Four elements concerning the improvement of pedagogical competencies of teachers such as having open classes, conducting action research, and making conference presentations were considered by the boards of education as important for individual training. 4.4 Competence stages of English teachers ・ 12 out of 22 items were regarded as appropriate descriptors of competence stages

with over 40% agreement. They can be classified as follows: a. descriptors for novices, i.e. newly employed teachers. b. descriptors for apprentices who are better-qualified than novices. c. descriptors for practitioners who have longer experience and better skills than

novices and apprentices, and are able to provide advice and help to their colleagues.

・ No items were regarded as appropriate descriptors for mentors or experts. ・ More awareness of the professional standards and more refinement of descriptors

are necessary in order to create satisfactory professional standards. 5. Discussion 5.1. What is required to establish a national appraisal framework for EFL teachers ・ It is important that on-site training is maintained as a PD activity which is

formally assessed in the appraisal system. ・ Building a close partnership between universities and local boards/schools is one of

the most significant challenges to improve teacher training system. ・ Training programs should be designed and provided contingent on teachers’

competence. ・ Results of PD experiences and activities which foster teacher autonomy should be

included in the formal teacher appraisal system. 5.2 What should be done to develop a set of CPD guidelines for secondary school EFL

teachers The standards of professional competencies of each career stage should be refined

through further research.

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Chapter 2 A Report of Questionnaire Survey Results on

Initial Teacher Education (ITE) 1. Objectives

To investigate whether ITE curricula, course syllabi, teaching styles, course requirements, term of practice teaching, cooperative relationship with secondary schools, etc. meet the demands of today’s educational realities. 2. Questionnaire survey ・ The items in the 1998 survey conducted by the JACET SIG on English Education

were used as a basis for the 17 items of the current survey. ・ Several items or choices were added based upon the results from the 1998 survey. ・ Timeframe: November 2008. ・ Location of respondents: instructors responsible for EFL methodology courses in all

439 junior colleges and universities which offer ITE (initial teacher education) for prospective English teachers.

・ Number of responses: 101. 3. Major findings 3.1 Changes in the English Teaching Methodology (TESOL) Course ・ More ITE providers seemed to have set acquisition of practical teaching skills as the

goal of the methodology courses. Thus, more courses are conducted in a small, seminar-style class with ample opportunities for practical activities such as writing lesson plans, doing microteaching, video recording the microteaching for reflection.

・ More ITE providers are placing emphasis on “theories of language acquisition” and “the course of study for foreign languages” in the methodology course.

3.2 The impact of the revised Course of Study and the government language policy ・ The number of ITE providers increased markedly with the emphasis on early

English education as one key area for teaching an EFL methodology course or other established courses.

・ Only a small number of the respondents made English proficiency a prerequisite for a teaching methodology course or practice teaching although English proficiency standards necessary for English teachers were made clear in the ‘Action Plan to Cultivate “Japanese with English Abilities”’ formulated in 2002.

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・ Half of the respondents set up courses designed to develop student teachers’ communicative abilities in English.

・ The number of respondents who emphasize collaborative partnerships with local schools is increasing.

3.3 Issues:Further inquiry is necessary for the following ・ Reasons for the shrinking methodology class size ・ Details of the actual teaching content areas such as “instruction of the four skills”

and “theories of language acquisition”, which the respondents tend to focus on in their classes

・ Effectiveness of writing lesson plans and doing microteaching ・ Effective implementation of microteaching and effective usage of video recordings

of microteaching ・ Details of the courses that develop communicative abilities in English and their

effectiveness ・ English proficiency standards required for pre-service and in-service EFL teachers ・ Proficiency standards for elementary school English teachers and their teacher

education

Chapter 3 European Language Portfolio (ELP) and the Common European

Framework of Reference for Languages (CEFR) 1. Introduction

European Language Portfolio (ELP) has become an increasingly influential pedagogical instrument and as such presents an interesting model which can be adopted in various non-European educational contexts, including Japan. This report is based on the fact-finding visit to the European Centre for Modern Languages (ECML) in Graz, Austria and authors’ participation in the ELP in Whole-School Use Workshop conducted in October, 2008. The report examines the background and the structure of the ELP and the associated benchmarks of the Common European Framework of Reference for Languages, as well as looks at possible implications for Japan. 2. Objectives

To gain a better understanding of the ELP and of the theoretical mechanisms

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which underpin it, to discuss the current status of this instrument with the practitioners, and to explore the potential applicability of various elements of this pedagogical structure within the Japanese environment. 3. Key Findings ・ ELP, while generally viewed as a powerful catalyst of change towards a more

communication-oriented foreign language curriculum, still faces major challenges in terms of coordination, resource allocation and national visibility.

・ To ensure “buy-in” of the ELP philosophy from the stakeholders, including classroom practitioners and education authorities, a detailed, effective and transparent pre-service teacher education program which incorporates the interface between ELP and the conventional curriculum needs to be implemented.

・ The existence of diverse ELP models, while considered necessary to accommodate various socio-cultural and developmental parameters, is also a liability as it makes employers reluctant to accept the standards as a proof of qualification.

4. Implications for Japan

ELP model offers several potential benefits to the EFL education in Japan, namely: ・ it would encourage students to reflect on their language learning experience,

practice and objectives ・ it would serve as a valuable motivational tool, and ・ it would act as a catalyst towards communication-oriented paradigm both at the

policy and the classroom levels.

Chapter 4 Visit to England

Major Findings and Implications for Japan

1. Introduction

A survey of teacher training in England was conducted at the Institute of Education (IoE), London and in Birmingham where the 2008 Education Show was held. This report consists of our findings from the research trip to the two locations and summaries of information given in the official web pages of the educational agencies in

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England.

2. Objectives To examine the teacher training and professional development models established

in England and explore possible implications for Japan.

3. Key findings ・ There are five routes to become a teacher. ・ England has a variety of training seminars including Induction, which are

managed by the Training and Development Agency for Schools. ・ England has Professional Standards for Teaching corresponding to five career

stages, and training seminars and workshops are based on these Standards. ・ Initial Teaching Training providers offer knowledge, skills, training, etc. which are

necessary for teacher development, and potential new providers will be screened against the strict evaluation and accreditation standards.

・ Teacher training institutions and prospective teachers are evaluated against strict standards.

・ The five items above can serve as a useful model when we discuss the content and evaluation of the TCRS Seminar.

Chapter 5 American Council on the Teaching of Foreign Languages

(ACTFL) 2008: Report on Annual Convention

1. Introduction 2008 Annual Convention and World Language Expo hosted by American Council

on the Teaching of Foreign Languages (ACTFL) were held in Orland, Florida on November 21-23 2008. This report presents the latest information received at the convention.

2. Objectives

To examine various models of professional development and explore possible applicability in the Japanese educational context.

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3. Implications for Japan We will be able to provide better teacher education programs for pre-service and

in-service teachers if we consider the implementation of the following principles while bearing in mind specific characteristics of the education system, and socio-cultural dimensions in Japan. 3.1 Providing Collaborative and Diverse Training Opportunities

In addition to the short-term intensive training programs provided by the education boards and universities, it is essential that different organizations collaborate in the development, implementation, and evaluation of training programs and provide long-term training opportunities which are diverse and meet the needs of the teachers. 3.2 Integration of Theory and Practice

It is essential that theory and practice are integrated in pre-service and in-service teacher training by implementing activities such as feedback between teachers, reflective practice, and action research. 3.3 Development and Implementation of teacher education programs for pre-service

and in-service teachers based on professional standards In order to improve teachers’ quality nationally, we should define national

guidelines for professional competencies, criteria of assessment, and in-/pre-service teacher education programs.

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Chapter 1

Seeking a New Paradigm of Professional Development and Evaluation of Secondary School English Teachers

Ken Hisamura, Hiromi Imamura, Yoichi Kiyota, Akiko Kochiyama

Natsue Nakayama, Akiko Takagi, Mika Ito, Satsuki Osaki Shien Sakai, Tsuneo Takanashi

Background

This survey was conducted as one of the second-year projects supported by a three-year grant-in-aid for scientific research (2007-2009).

In the 2007 academic year, a nation-wide survey about the implementation of the teacher certification renewal system (hereafter TCRS) and English teacher competencies was conducted with the two major objectives as follows: ・ to make recommendations for the restructuring of teacher education system, and ・ to suggest the possibility to standardize professional competencies of English

teachers. 2,897 responses from English teachers in every prefecture, were carefully

analyzed, discussed, and then integrated into six recommendations. Two of them are closely related to professional development (PD) and teacher appraisal: ・ Professional standards for teachers should be clearly defined: nationally

standardized and clear benchmarks should be established for professional competencies, teacher assessment, and pre-/in-service teacher training, and

・ Systematic programs for pre-service teacher training, and novice and in-service professional development (including recertification) should be established. To make these recommendations more specific and meaningful, it was considered

necessary to conduct a survey among local education authorities.

Objectives The survey sought to suggest the possibilities to:

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・ establish a national appraisal framework for EFL teachers, and ・ develop a set of guidelines governing continuing professional development

(hereafter CPD) for secondary school EFL teachers. We believe that CPD guidelines and evaluation framework for English teachers

would become a prototype for other subjects providing the following benefits:. ・ they could help enhance teacher quality nation-wide and make both teachers and

stakeholders accountable, and ・ they could enhance consistency among training programs, performance and

assessment mechanisms, and help establish a system which will encourage lifelong learning for teachers.

Method 1. Questionnaire design 1.1. Components

Four categories were set according to the research objectives. The question items of each category were elaborated on the bases of the past research outcomes and new data collected from Japan and elsewhere.

Categories Sub-categories No. of items

Training systems 9 In-service English teacher training

Training programs 14 License renewal training and assessment 13

Assessment of training 5 Assessment of English teacher training

Individual training 14 Competence Stages of English teachers 22

1.2. Question items and their aims (1) License renewal training and assessment

Out of the 15 items in the previous survey regarding the preconditions for the implementation of TCRS and the concept and curriculum design of license renewal training, 13 items were selected. Local education authorities were asked to judge whether they were acceptable since the planning and the implementations of teacher education policy are thought to be contingent upon this information.

(2) In-service English teacher training

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① Training systems The objective is to look at what kinds of programs are provided and to identify the

most suitable audience. Five items were adapted from the nation-wide questionnaire survey conducted by the Teacher Education Research Group (TERG 2002). The other four items were taken from the survey results about teacher education in 2006 shown on the website of the Ministry of Education, Culture, Sports, Science and Technology (hereafter MEXT). ② Training programs

This sub-category aims to determine whether training programs can be properly provided according to the stages of professional competencies of English teachers. Eleven items were the same as those used and analyzed in the previous survey (TERG, 2002) and three items about international understanding, counseling skills and guidance for entrance examinations were added because they are actually provided by some of the local boards. Four bands of professional competencies, including teaching experience, pedagogical and job performance skills, were established for the following groups: novice, apprentice, practitioner, and expert or mentor. Respondents were asked to choose what stage each training was most appropriate for. They were allowed to select two stages because they were not expected to be familiar with the idea of four competence stages.

(3) Assessment of English teacher training ① Assessment of training

CPD is a key factor of teacher appraisal in most English-speaking countries (JACET SIG on English Education, 2008), whereas in Japan it has been excluded from evaluation. Teachers are asked to write about their PD experiences in the self-referral forms; however, in most cases, it is used for reference only. To find out how the assessment of PD experiences or training can be incorporated in the teacher appraisal system, five PD-related items were elaborated based on the overseas models. ② Individual training

To encourage CPD, individual training should be recognized and properly assessed. Fourteen items were elaborated from the survey results conducted by TERG (2003, 2004) and JACET SIG on English Education (hereafter SIG) (2007, 2008). The respondents were asked to judge them by selecting one of five options: “very valuable”, “valuable”, “somewhat valuable”, “not very valuable”, “of no value”.

(4) Bands of English teacher competencies

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The aim of this section is to explore the possibility of developing competence benchmarks for each stage: novice, apprentice, practitioner, and expert or mentor. Twenty two items were selected based on the previous survey results (TERG 2003, 2004; SIG, 2007, 2008) and “European Portfolio for Student Teachers of Languages” (hereafter EPOSTL) (Newby et al., 2007). The respondents were required to judge them selecting one of the four stages.

2. Timeframe and locations

The survey was conducted from December 6, 2008, to January 17, 2009. The questionnaire was sent to education boards of 47 prefectures, 17 ordinance-designated cities, and 39 core cities (total 103).

3. Data analysis

MS Excel 2007, SPSS 16.J, and AMOS 16.J software packages were used to analyze the data.

4. Number of responses

Two questionnaires were undeliverable because of wrong addresses. Therefore, the total number sent was 101. The responses numbered 32 (response rate: 31.7%).

Survey Results 1. License renewal training and assessment for English teachers

Major findings Thirteen items considered important by the majority of in-service secondary

school English teachers were judged acceptable by local education authorities. As a result, not only the systematic implementation of TCRS but also the CPD guidelines and evaluation framework for English teachers were confirmed as urgent issues. 1.1 Findings

Thirteen items considered important by the majority of in-service secondary school English teachers in the previous survey were selected. Then local education authorities were asked to judge whether they were acceptable or not. More than half the respondents considered all of the items “acceptable”. Chi-square test of the result was

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significant (p<0.01). In addition, Cronbach’s alpha = 0.958, indicating high internal consistency.

1.2 Major factors for teacher education reform in Japan The 13 items can be grouped into the following five factors (SIG, 2008), which will constitute the challenges for teacher education reform in Japan. (1) Standardizing professional competencies and teacher evaluation based on classroom teaching ・ Professional competencies or standards for teachers should be specific.(Item (12))・ Appraisals of English teachers should be based on diverse criteria, including

English ability, pedagogical competence, record of professional development, and job performance.(Item (11))

・ Item (12) concerns professional standards which affect all other items. As the overseas cases (SIG, 2008 & this Report) show, professional development and appraisals are based on professional standards. Standardizing professional competencies is one of the most critical issues.

・ Item (11) shows that assessment of license renewal and approval systems could be integrated with teacher assessment, which is held in each prefecture and ordinance-designated city.

(2) Linking license renewal training with classroom environment ・ Many in-service teachers should participate in designing the curriculum of the

license renewal course.(Item (4)) ・ Sessions focusing on practical aspects of teaching should be taught by experienced

teachers.(Item (9)) ・ Demonstration lessons or class observations should be included in the syllabus.(Item (7))

・ As currently contemplated curriculum design of the license renewal course depends on the universities which offer the courses and the main lecturers, who are university faculty. Universities and schools have to cooperate to deliver a more responsive and practical curriculum. Moreover, it is necessary to define the professional competencies of “in-service experienced English teachers”.

・ Item (7) aims at confirming that demonstration lessons or class observations could be included in the syllabus. In reality, it might be difficult to include them in the syllabus. However, the judgment “acceptable” can be regarded as “valuable”. In

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other words, it is suggested that this kind of CPD guidelines and evaluation can be included in the teacher evaluation.

(3) Giving greater visibility to the standards of license renewal ・ Standards of approval and assessment for license renewal should be based upon

consultations with in-service teachers and should be publicly accessible.(Item (10)) Item (10) is an issue which should be examined in the context of the design of

general teacher education system and standardization of approval for license renewal.

(4) Structuring and implementing a flexible framework of professional development ・ Some elements of the training curricula should be optional.(Item (2)) ・ Completion of license renewal training should be contingent on regular attendance

of designated seminars, workshops, etc.(Item (3)) ・ The renewal application process and participation in the license renewal course

should be permitted two years before license expiration.(Item (8)) ・ Adjustment to the workload should be implemented for those requiring license

renewal-related training and other professional development needs.(Item (13))・ A preliminary review system should be set up. If warranted by the results of the

preliminary review, a participant should be exempted from taking the entire course or part of the course related to his or her subject area. (Item (5))

・ Items (2) and (8) are effective in the license renewal training which started in April, 2009.

・ As for item (3), the responses “unacceptable” (43.8%) and “acceptable” (50.0%) were somewhat close. In the actual license renewal training, it has been decided that final certification tests should be given. However, there are no criteria about the examination contents, methods, and decision about whether to pass or fail. Currently, these are entrusted to the universities which offer the courses.

・ Item (13) should be adjusted for the license renewal training to operate smoothly. ・ Item (5) should be examined in relation to teacher appraisal mechanisms. (5) Enhancing English teaching skills ・ License renewal training should include practical elements useful for the

improvement of one’s classroom teaching.(Item (1)) ・ The license renewal course should focus on practical teaching knowledge and skills

useful in the everyday classroom context. (Item (6))

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License renewal training is required every ten years. Many participants in the programs may be those teachers who are considered as relatively highly experienced. However, types of their schools, their teaching environments, PD experiences, and teaching skills vary from teacher to teacher. Therefore, different kinds of programs should be provided in accordance with competence levels and/or interests of the participants. 2. In-service English Teacher Training Teachers are expected, as one of their attributes, to enhance their professional competence throughout their careers. Thus, it is very important that the administrators of teacher education programs provide various types of PD opportunities which will enable teachers to promote their professional growth.

This section examines the training systems and programs provided by the local education boards to determine whether they share perspectives or criteria for continuing professional development (CPD). 2.1 Regarding the training systems

Major findings ・ The majority of education boards provide regular training held every year at the

training centers and on-site training using demonstration lessons and/or class observations at own school.

・ A little more than half of education boards provide: "training periodically beside every-ten-year and license renewal training as stipulated by MEXT,” “training at graduate schools,” and “training overseas.”

・ Only a few education boards provide training of English language skills designed in cooperation with private educational institutes or online training.

The respondents are asked if they are providing any in the nine types of training listed. If this is the case, they are requested to specify whether it is compulsory, optional or for designated individuals only. If not, they should indicate whether it is contemplated or not.

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(1) Training provided by the majority of education boards ・ Regular training held every year at the training center. (Item (2)) (88%) ・ On-site training using demonstration lessons and/or class observations at own

school. (Item (5)) (88%)

・ Out of 31 education boards, 28 provide both types of trainings. Out of 28 boards, 25 responded ‘Optional” regarding item (2).

・ Regarding item (5), three boards specified “Compulsory” whereas 23 make training optional. On-site training at own school is required for novice teachers (more than 10 hours a week). Therefore, this training is widely considered as necessary for experienced teachers.

(2) Training provided by half of the education boards ・ Training provided periodically beside every-ten-year and license renewal

Training as stipulated by MEXT. (Item (1)) (53.2%) ・ Training at graduate school. (Item (7)) (53.2%) ・ Training overseas. (Item (8)) (53.1%) ・ Training designed in cooperation with regional universities or graduate schools

(Item (3)) (37.5%)

・ Regarding item (1), 14 out of 17 boards provide this training on a compulsory basis whereas 15 boards are not providing it at all. This shows that there is a wide gap in approach to a compulsory training from board to board. According to the survey conducted by the MEXT in 2006, 34.3% of education boards provided compulsory training in the second year training, and 87.9% in the fifth year of employment.

・ Discrepancies in responses to items (7) and (8) are also noteworthy. The reason why about a half of the boards (43.8% and 46.9% respectively) do not require training may be that they do not want teachers to stay away from their workplace for a long time or that they cannot assess the effectiveness of training on classroom teaching.

・ As for item (3), only 12 boards offer this type of training. It is worth noting here that about 60% of the education boards do not have any partnership or relationship with local universities. This indicates that many universities produce teachers but they are rarely involved in PD for teachers.

(3) Training provided by only a few education boards ・ Training of English language skills designed in cooperation with private

educational institutes. (Item (4)) (18.8%) ・ Online training. (Item (9)) (25%)

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・ Several boards such as Tokyo, Saitama, Ibaraki, Miyagi, Akita, etc. provide programs in cooperation with cram schools. The main purpose of this training is to enhance teaching skills for entrance examinations.

・ There are only a few education boards which provide online training. This may be partly because on-line programs for teachers have not been sufficiently developed.

2.2 Regarding training programs

Major findings (1) Results of data analysis ・ Training programs focusing on fundamental teaching methodology and teaching

skills are regarded as appropriate mainly for novice and/or apprentice teachers. ・ Training programs focusing on specific fields and techniques such as ‘development

of supplementary teaching materials’ and ‘enhancing international understanding’ are regarded as appropriate for practitioner and /or expert or mentor teachers.

・ Some training programs are not categorized because the responses vary. (2) Results of factor analyses Two stages in each item were chosen by 26 respondents. Therefore, factor analysis was conducted separately for the first and second choice. ① Results of the factor analysis for the first choice ・ Factor 1: Programs to enhance the ability to teach English in English ・ Factor 2: Programs to enhance teaching skills for learners’ specific needs ・ Factor 3: Programs on effective teaching methods ・ Factor 4: Programs to enhance the skills to use educational tools and methods ・ (Additional factor: Programs focusing on four skills of English language) ② Results of the factor analysis for the second choice ・ Factor 1: Programs on teaching or guidance skills for specific purposes ・ Factor 2: Programs to enhance communicative teaching skills required for higher

competence stages ・ Factor 3: Programs to enhance classroom teaching skills required for higher

competence stages ・ Factor 4: Programs on supporting skills for individual learners required for higher

competence stages

In this section, English teachers are divided into four competence stages: novice, apprentice, practitioner, and expert or mentor. The respondents are asked what

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stage(s) they think each training program is most appropriate for. They are allowed to choose one or two out of four stages since Japanese teachers are unfamiliar with the idea of four competence stages. As a result, 26 respondents chose two stages for each item and 4 chose one stage. (1) Results of data analysis ① Programs appropriate for novice and/or apprentice teachers ・ Workshops on how to enhance the effectiveness of teaching in the classroom.

(Item (2)) (75%) ・ Programs on the effective use of textbooks and other teaching materials.

(Item(3)) (91.7%) ・ Programs on teaching methods of four skills of English language. (Item (5))

(71.9%) These programs can be categorized as fundamental teaching methodology and

skills. Regarding Item (5), however, it may be possible to design a program for .practitioners and/or experts or mentors as well. ② Programs appropriate mainly for practitioner and/or expert or mentor teachers ・ Programs on the skills to design and produce learning materials appropriate for

their learners. (Item (4)) (53.2%) ・ Programs on how to foster international understanding. (Item (9)) (59.5%) ・ Programs on the counseling skills regarding learning process and independent

learning. (Item (10)) (62.5%) ・ Programs on testing and assessment. (Item (11)) (65.7%) ・ Responses which indicated both “apprentice” and “practitioner” are included in this

category. ・ Programs on specific fields and techniques such as learning materials,

international understanding, counseling skills, and assessment may be suitable for practitioner or mentor teachers.

③ Responses to Items 6; 8; 13 and 14 varied. Therefore, they made categorization

impossible and were left out of subsequent analysis. (2) Factor analysis

Since 26 respondents chose two stages for each item, it was technically impossible to make factor analysis without making two groups. Group One comprised the first

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choice which means the lower of the two stages chosen by each respondent, whereas Group Two consisted of the second choice, the higher stage. Factor analysis was done separately for the first and second choices.

① Results of the factor analysis for the first choice Factor 1: Programs to enhance the ability to teach English in English (0.69) Factor 2: Programs to enhance teaching skills for learners’ specific needs (0.686) Factor 3: Programs on effective teaching methods (0.764) Factor 4: Programs to enhance the skills to use educational tools and methods

(0.657) (Additional factor: Programs on four skills of English language) ・ Factor 1: items (6) and (7). Both have much to do with the English ability of

teachers who are expected to teach English in English. ・ Factor 2: items (1), (4), (8) and (14). The keywords in these items are “teaching

methodology” “learning materials” “guidance for entrance examinations” and “autonomous learning.” These may be summed up with “learners’ specific needs.”

・ Factor 3: items (2), (9) and (12). If teachers acquire the methods to facilitate learners’ awareness of the value and benefit of English learning and of international understanding, it may follow that they can make classroom teaching more effective.

・ Factor 4: items (10), (11) and (13). Computers, testing, and counseling are considered as practical educational tools or skills which may help encourage individual learners.

・ Additional factor: item (5). ② Results of the factor analysis for the second choice Factor 1: Programs on teaching or guidance skills for specific purposes Factor 2: Programs to enhance communicative teaching skills required for higher

competence stages Factor 3: Programs to enhance classroom teaching skills required for higher

competence stages Factor 4: Programs on supporting skills for individual learners required for higher

competence stages ・ Factor 1: items (1), (10), (13) and (14). Programs on “counseling skills”, “effective

use of computers”, “guidance for entrance examinations” and “new theories and techniques of English teaching methodology” may be integrated into the wording,

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“teaching or guidance skills for specific purposes.” ・ Factor 2: items (2), (7), (9) and (12). Communicative teaching will get more effective

if teachers have some skills to make their students aware of the objectives of English learning and of the importance of international understanding.

・ Factor 3: items (3), (4) and (5). These three items are closely connected with teaching in the classrooms.

・ Factor 4: items (6), (8) and (11). These three items are related to the skills necessary for supporting individual learners.

3. Assessment of English teacher training

Professional development training and its evaluation are key factors in teacher appraisal systems of English speaking countries. For example, in New Zealand, under the performance management system, types of training teachers take will vary depending on each of their developmental objectives they plan in the beginning of the school year. Moreover, it is hoped that their learning through this training is reflected in their daily performance, or else, they will have to take additional training contingent on the evaluation. On the other hand, in Japan, training record is generally not considered in the teacher appraisal system.

Assuming as an axiom the training should be evaluated fairly, our research group conducted a research on “evaluation of PD training” and “independent training” based on our previous research on teacher appraisal systems abroad. 3.1 Assessment of training

Major findings ・ Training judged by boards of education as “possible to assess” were activities that

could take place on site, such as demonstration lessons or action research. ・ Training considered “difficult to assess” included: numerical assessment of one’s

academic track record and inter-school demonstration lessons.

Five items on types of training were prepared for this category. Of the five items, the respondents were requested to judge if these items can be included in evaluation as part of teacher appraisal system. Three options were prepared as follows: “possible”, “unable to judge”, and “impossible”. Option “other” allowed for additional comments, if desired.

Internal consistency of each item was 0.801 (Cronbach’s α), which demonstrates

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high internal consistency between question items and the result. To examine what kinds of training the respondents consider “possible to evaluate”, we compared the frequency distribution of the items which the respondents supported (See “Attachment’ for complete data).

(1) Items which were judged “possible to evaluate” by boards of education item type of training response rate on

“possible to evaluate”4 Regular demonstration lessons conducted at each

school. 87.5%

2 Portfolio containing a check list of self-assessment, training record, and reflection.

68.8%

3 Action research 65.6% A common factor among these items is that all can be held at each teacher’s base school. Considering the need for securing sufficient training time, multitude of problems in the professional environment, and the need to encourage teachers to become engaged in PD, it is natural that in-school training is perceived as most feasible. This is also supported by a MEXT survey (MEXT, 1999). As can be seen from the present survey results, in-school training is implemented at nearly 90% of the boards of education (see chapter 2.1). Also, Kochi prefecture is taking initiative in creating networks for action research-based training. (Nagasaki, 2009). ・ Portfolios should be considered as an integral and important element of teacher

appraisal.

(2) Items considered as “possible to evaluate” by fewer than 50% of respondents

item type of training response rate on “possible to evaluate”

1 Assessing one’s academic track record, including publications, presentations, mentoring experience and training background quantitatively.

46.9%

5 Inter-school demonstration classes. 46.9% Item (1) was prepared to explore whether a point system introduced in

Massachusetts to monitor quality and quantity of teacher training can be introduced in the Japanese educational setting.

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3.2 Individual Training

Major findings ・ Four elements concerning the improvement of pedagogical competencies of

teachers such as having open classes, conducting action research, and making conference presentations were considered by the boards of education as important for individual training.

Fourteen items were prepared for the respondents to evaluate individual training

activities by selecting one of the following five options: “very valuable”, “valuable”, “somewhat valuable”; “not so valuable”, and “of no value”. The option “other” was allowed for additional comments, if necessary.

Reliability coefficient was also calculated to demonstrate a high internal consistency, with Cronbach’s alpha=0.956, between the survey results and each question item (See “Attachment’ for complete data)

In this section, based on the results of the mean and the standard deviation (S.D.) we will present the analysis of items which show high and low mean scores

(1) Items which show high mean scores ① Items which show the highest mean scores (indicating a ceiling effect) item type of individual training activity mean S.D.

10 Having one’s classes open for observation at all time and always trying to improve one’s way of teaching by accepting criticism or comments from colleagues or supervisors.

4.41 1.043

11 Conducting action research individually or in cooperation with colleague(s).

4.16 1.322

9 Participating in demonstration lessons and/or workshops on teaching materials held at school.

4.03 0.999

3 Making conference presentations and/or publishing in academic journals.

3.94 1.318

・ There seems to be no significant differences in the mean among the four items above. These four items are well evaluated by the respondents who chose either “very valuable” or “valuable”, as follows: Item (10) is 85.5%, Item (11) is 84.4% and Item (9) is 81.3%. Item (3) is 75.% but indicates a ceiling effect.

・ Items (10), (11) and (9) suggest that teachers strongly feel that they should cooperate with colleagues on a regular basis and make efforts to improve their

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pedagogical competencies. ・ It is assumed that Item (3) was supported by the respondents because it gives an

opportunity for teachers to actively reflect on their teaching performance, and to improve their professional competence.

② Item which shows the second highest mean scores item type of individual training activity mean S.D.

8 Obtaining a high score on an English proficiency test(s) such as STEP, TOEIC, or TOEFL.

3.91 1.058

・ Item (8) was supported by 81.3% of the respondents who judged it as “very valuable” or “valuable”.

・ This result suggests that the respondents may have been influenced by “A Strategic Plan” to improve the English education of the Japanese people by MEXT in 2002, which stipulated the linguistic benchmarks for secondary school teachers – STEP (Society of Testing English Proficiency) Grade pre-1, TOEFL PBT 550 points, and TOEIC 730 points. In other words, the results of these standardized tests are thought to be feasible to use as an assessment tool, and also desirable for local boards of education to see the increasing number of teachers who have attained the target score.

(2) Items which show low mean scores ① Items which show the lowest mean scores

item type of individual training activity mean S.D.

4 Planning and managing activities of an academic society or group as an executive member.

3.31 1.203

12 Having overseas PD experiences or opportunities during vacation.

3.31 1.256

・ Regarding Item (4), the results do not seem to be consistent among the respondents. This may be because these activities are not necessarily considered essential for improving classroom teaching.

・ Item (12) presents a challenge. While attending overseas training will lead to good professional development opportunities and intercultural experiences for teachers, it may not always be easy for local boards of education to give teachers a leave of absence from school.

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② Items which show the second lowest mean scores item type of individual training activity mean S.D.

5 Participating in extension programs provided by universities or graduate schools outside of working hours.

3.47 1.244

7 Attending English classes at a private institute outside of working hours to improve one’s English ability.

3.47 1.135

13 Taking a correspondence course of a university or a graduate school overseas.

3.47 1.164

・ It is assumed that the respondents may have considered these items as useful for improving English ability and pedagogical competencies of teachers, but it is difficult to judge and evaluate these kinds of individual off-site training because their effect on teaching performances may not fully be recognized in schools.

(3) Summary of the results ・ It is fair to say that the items regarding the enhancement of English teachers’

pedagogical competencies were highly supported by the respondents. In fact, this result is consistent with one of the major findings in the study on the implementation of the Teacher Certificate Renewal System in Japan (JACET SIG on English Education, 2008); the majority of secondary-school teachers of English in the study considered “License renewal training should include practical elements useful for the improvement of one’s classroom teaching” as important for the concept and curriculum design of license renewal training. Thus, it seems that both local boards of education and teachers support the individual training activities which help teachers develop practical skills directly necessary in the classroom.

・ As mentioned earlier, Items (4),(9),(10), (11) should be included in the teacher appraisal system as part of individual training because they were supported by all the respondents.

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4. Competence stages of English teachers

Major findings 1. Results ・ 12 out of 22 items were regarded as appropriate descriptors of competence stages

with over 40% agreement. They can be classified as follows: a. descriptors for novices, i.e. newly employed teachers. b. descriptors for apprentices who are better-qualified than novices. c. descriptors for practitioners who have longer experience and better skills than

novices and apprentices, and are able to provide advice and help to their colleagues.

・ No items were regarded as appropriate descriptors for mentors or experts, and 10 items did not reach the cutoff point of 40%.

・ More awareness of the professional standards and more refinement of descriptors are necessary in order to create satisfactory professional standards.

2. Results of factor analysis ・ Factor 1 : Conducting a lesson ・ Factor 2 : Assessment of learning ・ Factor 3 : Using effective methodology ・ Factor 4 : Improving knowledge and skills ・ Factor 5 : Reviewing teaching and learning

The professional standards for English teachers’ pedagogical competence have not been systematically researched in Japan. However, our nation-wide survey about the implementation of TCRS conducted last year clearly showed that nationally standardized and clear benchmarks should be established for professional competences, teacher assessment, and pre-/in-service teacher training in Japan.

This survey therefore aimed at making suggestions for the standards for professional competencies. Also we tried to define descriptors for competences found in our previous surveys (TERG 2003, 2004; JACET SIG on English Education 2007, 2008). Professional competences were classified into four career stages: novice (N), apprentice (A), practitioner (P), and expert or mentor (M). They roughly correspond to the stages of professional development of teachers in Japan. In order to define descriptors for each stage, we asked local education authorities to select one of the four stages they think appropriate as a professional competence described in the list of 22 descriptors in the questionnaire. Thirty two respondents answered this survey. However, two sets of

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data were eliminated from the analysis due to vague and inconclusive answers. The responses were analyzed by a 4-point Likert scale: 1 = novice, 2 = apprentice, 3 = practitioner and 4 = expert or mentor.

The sample size is admittedly very small. However, replies do provide insights into how teachers view the notions of professional competences.

In the next section, the results of statistic analyses will be examined for refinement of the standards of professional competences. 4.1 Results of Likert Scale Calculation

Cronbach’s alpha (.906) indicates high internal consistency, but interclass correlation (.304) was low. To examine what descriptors the respondents consider appropriate for each competence stage, we compared the percentages of those who expressed agreement. The cutoff point was set at 40%. The following items were selected as appropriate descriptors for the four competence stages. Percentages of respondents who expressed agreement are given in parentheses.

Appropriate descriptors for novices ・ I can understand the requirements set in the Course of Study. (Item (1)) (60%) ・ I can make use of my PD experiences, accept feedback from my peers, and

incorporate it into my teaching. (Item (3) )(50%) ・ I can use English to deliver classroom instructions. (Item 9) (80%) ・ I can help learners exchange information in English by writing letters and/or

using the Internet. (Item (15) )(40%) Appropriate descriptors for apprentices ・ I can modify my teaching based on feedback from the learners. (Item (4)) (40%) ・ I can design and provide a range of listening activities appropriate to the needs

and interests of the learners. (Item (7)) (40%) ・ I can demonstrate how to carry out tasks which require interaction. (Item (10))

(50%) ・ I can assess my teaching and improve it. (Item (16)) (50%) ・ I can play my role in team teaching with an ALT and control the class.(Item (21))

(60%) Appropriate descriptors for practitioners ・ I can observe my peers and offer them constructive feedback. (Item (6)) (40%) ・ I can help learners infer the content or ideas for today’s lesson from their

background knowledge of a lesson topic by using English. (Item (12)) (50%)

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・ I can promote and facilitate independent learning. (Item (22)) (50%) Appropriate descriptors for experts or mentors Descriptors for experts or mentors were not sufficiently shared by the respondents.

・ In the four items for novices, responses clustered toward or at the end of the scale,

i.e. 1 or 2. However, this floor effect is not necessarily a negative factor in opinion surveys because it indicates that the majority of respondents selected a particular stage.

・ 40-80% of the respondents chose the four items as descriptors for novice teachers.

・ 40-60% of the respondents selected five items as appropriate descriptors for apprentices who are better-qualified than novices.

・ 40-50% of the respondents selected three items as appropriate descriptors for practitioners who have longer experience and better skills than novices and apprentices, and are able to provide advice and help to their colleagues.

・ Items for mentors were selected by very few respondents: 13% for Item (10), 10% for Item (22), 7% for Items (1), (6), (13), (14), and (18), and the other items by less than 3%.

Overall these results imply that the respondents share the professional standards for teachers to some degree, but further refinement of descriptors and respondents’ awareness of the standards are necessary. 4.2 Results of factor analysis (1) Method

To identify the underlying factorial structure, factor analysis was conducted with the promax rotation. Five factors were found with loadings of .511- .724.

Items (10) and (12) in Factor 2, and items (16) and (2) in Factor 4 were deleted because they are different from other components, and their factor loadings were much smaller than the rest. (2) Results of factor analysis ・ The components of each factor are as follows (initials for competence stages (N, A, P

or M) are provided next to item number): Factor 1: Items (9)(N), (8)(P), (11)(P), (7)(A), (6)(P) Factor 2: Items (17)(A), (22)(P), (21)(A), (5)(M) Factor 3: Items 20(P), 13(M), 14(M), 15(N), 19(A)

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Results of factor analysis ・ Factor 1 : Conducting a lesson ・ Factor 2 : Assessment of learning ・ Factor 3 : Using effective methodology ・ Factor 4 : Improving knowledge and skills ・ Factor 5 : Reviewing teaching and learning

Factor 4: Items 1(N), 18(A) Factor 5: Items 4 (A), 3(N)

・ Items for different competence stages are mixed: four stages in Factor 3; three stages in Factors 1& 2; two stages in Factors 4 & 5. This is not so unusual because competence stages and underlying components are different in nature.

・ This kind of survey was conducted for the first time in Japan, therefore, it is natural that the respondents do not share the notion of the professional standards to a sufficient degree.

Discussion

Focal Points 1. What is required to establish a national appraisal framework of EFL teachers ・ It is important that on-site training is maintained as a PD activity which is

formally assessed in the appraisal system. ・ Building a close partnership between universities and local boards/schools is one of

the most significant challenges to improve teacher training system. ・ Training programs should be designed and provided contingent on teachers’

competence. ・ Results of PD experiences and activities which foster teacher autonomy should be

included in the formal teacher appraisal system. 2. What should be done to develop a set of CPD guidelines for secondary school EFL

teachers ・ The standard of professional competences of each career stage should be refined

through further research.

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1. What is required to establish a national appraisal framework of EFL teachers 1.1 In-service English Teacher Training (1) Training systems The survey results show that the training systems implemented by local boards of education vary in form and design. On-site training, however, is offered by most boards of education. Demonstration lessons and class observations are generally recognized as important PD activities. It has not been made clear, however, if this training program provides sufficient components to build a framework for the professional development of teachers throughout their careers. It is important that on-site training is maintained as a PD activity which is formally assessed in the appraisal system. Training in partnership with universities or graduate schools is provided by less than half of the respondents. This shows that universities train prospective teachers but many of them are not involved in PD of in-service professionals. According to the survey conducted by MEXT (2006), universities in Japan rarely work with the education boards and/or schools in planning and managing training programs. In many cases, they just supply teaching staff to various PD events or allow teachers to attend some courses in their curriculum. Building a close partnership between universities and local boards/schools is one of the most significant challenges to improving teacher training system. (2) Training programs The results show that the supervisors who responded to the questionnaire share some notions of teachers’ competence stages and training programs. ・ Supervisors tend to think that workshops to enhance classroom teaching skills

should be provided for novice or less-experienced teachers. ・ Novice or less-experienced teachers are expected to improve their own English

proficiency and use it effectively in the classroom. ・ Somewhat experienced teachers are expected to acquire and develop the knowledge

and skills leading to higher professional competence. It may be practical to incorporate the above notions into the potential designs of

the training programs. 1.2 Evaluation of professional development training

One of the key objectives of the present research is to investigate whether training evaluation can be included in Japanese teacher appraisal system. Boards of education indicated the possibility to introduce teacher training as one of the

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components of the appraisal system if the training is practical and requires active and autonomous teacher involvement. This kind of self-directed professional development supported by boards of education is explained by Barfiled et al. (2001) as one of the pre-conditions for “teacher autonomy”. Thus, from the present study, we can infer that all boards of education value training areas which contribute to foster teacher autonomy. This kind of training seems to be a common characteristic desired in the recent teacher training patterns in general. The results of desired individual training mentioned in article 3.2 and a study on teacher certification renewal system conducted by our research group (JACET SIG on English Education, 2008) also show similar tendency. In other words, both sets of results showed a strong support of teacher training which is practical and requires active and autonomous teacher involvement.

As for the appraisal methods of this training, a check list of self-assessment, training record, and reflection, were recognized as valid. However, adopting just one of the items will not be enough to construct a better and more effective teacher appraisal system. In order to plan a systematic teacher appraisal system by combining teacher training and assessment, it would be necessary to consider a system where each teacher can plan her/his own development objectives for the school year, implements action research or lesson study based on the objectives and uses a portfolio as a tool for assessment containing a check list of self-assessment, training record, and reflection.

2. What should be done to develop a set of CPD guidelines for secondary school EFL

teachers

One of the main goals of the research is to investigate the possibility of developing competence benchmarks of professional standards for each stage. The responses of local education authorities provided useful insights for the process of elaborating professional standards for each career stage. A study on teaching competencies conducted by our research group (JACET SIG on English Education, 2008) also supported the development of such standards. Our next task will be to refine the standards of professional competences of each career stage. In order to refine the standards, professional standards for teaching corresponding to five career stages in England (see “Visit to England” in this report) and EPOSTL (ECML 2007, see “ELP and CEFR” in this report) may offer a useful model to emulate.

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References

Barfield, A., T. Ashwell, M. Carroll, K. Collins, N. Cowie, M. Critchley, E. Head, M. Nix, A. Obermeier and M. C. Robertson (2001). Exploring and defining teacher autonomy: A collaborative discussion. In On developing autonomy, Pro eedings of the 2001 CUE Conference, Shizuoka, Japan. Tokyo: JALT.

c

JACET SIG on English Education (2007). A Teacher Certification Renewal System and Teacher Education and Assessment

JACET SIG on English Education (2008). Developing English Teacher Competencies: An Integrated Study of Pre-service Training, Professional Dvelopment, Teacher Evaluation, and Certification Systems “”

MEXT (1999). Retrieved February 16, 2009 from http://www.mext.go.jp/b_menu/shingi/chukyo3/002/siryo/o4111001/003.htm#01

MEXT (2006). Retrieved February 10, 2009 from http://www.mext.go.jp/a_menu/shotou/kenshu/023.htmNagasaki, M. (2009). Kyoshi wo sodateru Action Research no susume. English

Teachers’ Magazine, Vol. 57, No. 13. Taishukan Shoten Newby et al. (2007). European Portfolio for Student T achers of Languages (EPOSTL).

European Centre for Modern Languages e

t

t

TERG (2002). A Comprehensive S udy of In-Service English Teacher Education in Japan (1), Teacher Education Research Group

TERG (2003). A Comprehensive S udy of In-Service English Teacher Education in Japan (2), Teacher Education Research Group

TERG (2004) A Comprehensive Study of In-Service English Teacher Education in Japan (3), Teacher Education Research Group

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Chapter 2

A Report of Questionnaire Survey Results on Initial Teacher Education (ITE)

Masachika Ishida, Yoshiko Usui, Takako Maeda, Chitose Asaoka

Major Findings 1.Changes in the English Teaching Methodology (TESOL) Course ・ More initial teacher education (ITE) providers seemed to have set acquisition of

practical teaching skills as the goal of the methodology courses. Thus, more courses are conducted in a small, seminar-style class with ample opportunities for practical activities such as writing lesson plans, doing microteaching, video recording the microteaching for reflection.

・ More ITE providers are placing emphasis on “theories of language acquisition” and “the course of study for foreign languages” in the methodology course.

2.The impact of the revised Course of Study and the government language policy ・ The number of ITE providers increased markedly with the emphasis on early

English education as one key area for a teaching an EFL methodology course or other established courses.

・ Only a small number of the respondents made English proficiency a prerequisite for a teaching methodology course or practice teaching although English proficiency standards necessary for English teachers were made clear in the ‘Action Plan to Cultivate “Japanese with English Abilities”’ formulated in 2002.

・ Half of the respondents set up courses designed to develop student teachers’ communicative abilities in English.

・ The number of the respondents who emphasize collaborative partnerships with local schools is increasing.

3.Issues:Further inquiry is necessary for the following: ・ Reasons for the shrinking methodology class size ・ Details of the actual teaching content areas such as “instruction of the four skills”

and “theories of language acquisition”, which the respondents tend to focus on in their classes

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・ Effectiveness of writing lesson plans and doing microteaching ・ Effective implementation of microteaching and effective usage of video recordings

of microteaching ・ Details of the courses that develop communicative abilities in English and their

effectiveness ・ English proficiency standards required for pre-service and in-service EFL teachers・ Proficiency standards for elementary school English teachers and their teacher

education

In January of 1998, a nation-wide survey was conducted by JACET SIG on English Education among the faculty in charge of English teaching methodology courses in initial teacher education (hereafter ITE) at junior colleges and universities. The purpose was to see how prospective English teachers were actually trained at tertiary educational institutions, on the assumption that those prospective teachers will eventually affect the quality of English education in Japan. As problems with the education system in Japan have deepened over the past ten years, and furthermore public expectations of ITE have changed, we decided to carry out another questionnaire-based survey in an effort to gain a better understanding of the current status of ITE.

Background

・ Looking at foreign language teaching policies in Japan over the past 10 years, it can be said that practical communication abilities have been consistently emphasized.

・ The national curriculum established in 1998 made foreign languages (including English) compulsory in lower secondary schools, and that in 1999 did the same for higher secondary schools.

・ The Ministry of Education, Culture, Sports, Science and Technology (hereafter MEXT) formulated its “Strategic Plan to Cultivate ‘Japanese with English Abilities’” in 2001, and followed that with an “Action Plan” in 2002.

・ The “Teacher Certification Renewal System” was newly implemented in 2009. ・ Foreign language activities( including English)will become compulsory at

elementary schools in 2011. ・ The national curriculum for higher secondary schools to be implemented in 2013,

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which has already been officially announced, stipulates that English should be taught for the most part using English as a medium of instruction.

・ Concerning changes in the curriculum of ITE, the “Enforcement Regulations of the Educational Personnel Certification Law”enacted in 1998 made it obligatory for applicants for the first level teaching certificate of lower secondary school to have acquired five credits of practice teaching (including preliminary and follow-up guidance), and applicants for the first level teaching certificate of higher secondary school to have acquired three credits of practice teaching. In actuality, applicants aiming at the first level teaching license for lower secondary school do practice teaching from three to four weeks, while applicants aiming at the first level teaching license for higher secondary school do practice teaching for two weeks.

Objectives

The purpose of this survey, therefore, is to investigate whether ITE curricula, course syllabi, teaching styles, course requirements, term of practice teaching, cooperative relationship with secondary schools, etc. meet the demands of today’s educational realities. The survey was also designed to identify possible items which warrant further in-depth inquiry.

Method

1. Questionnaire design 1.1. Items based on the 1998 survey

The survey items used in 1998 were used as a basis for the 17 items of the current survey. The breakdown of those items is as follows. ・ Eleven items concerning English teaching methodology courses: number of classes

offered & number of students taking them, teaching style , instruction in making teaching plans, scheduling and video-taping of micro-teaching, areas of emphasis, practice teaching term, etc.

・ Five items concerning overall ITE curriculum: credit requirements in the courses for the teaching of English and general education courses, offerings of courses that develop communicative abilities in English, the setting of English proficiency prerequisites (for taking such courses as English teaching methodology and

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practice teaching), offerings of special courses for teaching English at the elementary school level.

・ One other item: the development of cooperative partnerships with the local schools in the community and affiliated schools.

1.2 Items modified based on the results of the 1998 survey

Based upon the results from the survey conducted in 1998, we have revised and arranged the items of the present survey; especially, items or choices newly added are as follows: ・ “the mixed style of lecture and seminar” to the choices in the item, “the format of

the course”, ・ “video-taping of microteaching” which was set as an independent item separated

from the format of the course, ・ “theories of language acquisition”, “the Course of Study for foreign languages” and

“elementary school English” to the choices in “the focus of the course content”, ・ Those newly added to the items in the ITE curriculum: English proficiency

prerequisites” and “prerequisites for teaching practicum”; “changes of the duration of teaching practice”; “special courses for teaching English at the elementary school level” and “collaborative partnerships of schools and ITE providers”.

2. Timeframe and locations

In November 2008, the questionnaires were sent to instructors responsible for EFL methodology courses in all 439 junior colleges and universities which offer ITE for prospective English teachers. 3. Data analysis

Microsoft EXCEL was used for processing and analyzing the data. 4. Number of responses

A total of 101 questionnaires were returned (a response rate of 23%). Out of all the responses, 69 were from private colleges and universities, and 30 from national or public ones. Two questionnaires were returned blank.

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Survey Results All the numerical results are shown in the attachment. This section provides findings or summary of the responses to open ended questions. 1.Comparison of 1998 Survey Results and 2008 Survey Results 1.1 Regarding the Methodology Course Instructors ・ The percentage of those who have had teaching experiences in the secondary

schools did not change significantly between the 2008 and the 1998 surveys. ・ In the 2008 survey, a little more than 50% of those with teaching experiences in the

secondary schools had taught the methodology course for 10 years or less. 1.2 Regarding the English Teaching Methodology Course (1) Number of Registered Students

It became apparent that the number of students taking the methodology classes has decreased markedly in the 1998-2008 period. The classes with 20 or less students amounted to nearly 60% in 2008; on the contrary, in 1998 nearly 60% of the classes had 30 or more students. (2) The Format of the Course It is evident that a mixed style of lecture and seminar has become the mainstream. (3) The Focus of the Course Content

No salient changes were observed for 10 years besides the two items: “theories of language acquisition” and “the Course of Study for foreign languages”. They were not included in the previous survey but have received great attention nowadays. 4) Writing Lesson Plans

This has seemingly become a common practice in the English Teaching Methodology classes. 2.Regarding microteaching

The data indicates that microteaching has become an integral part of the English Teaching Methodology classes. The open ended question asking for the details of the microteaching revealed the following. ・ Number of students giving microteaching at a time:single, pair, or in small groups ・ Student audience:all registered students or small groups ・ Length of microteaching:5 to 50 minutes per student (one particular activity or one

whole lesson)

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・ Number of microteaching per student:1 – 2 ・ Contents:An activity(e.g. introducing new vocabulary), a particular grammar

point(e.g. progressive) , or methodology (e.g. oral communication, grammar instruction)

・ Feedback:[evaluator] self, classmates, or the teacher, or all of the aforementioned. [method] written or oral reflection (e.g., discussion); in addition, about 40% video record the microteaching and use them for feedback (for details see 3. Video Recording Microteaching). Reasons for not requiring students to do microteaching were also asked. As the

response “Microteaching are done in the ‘practice’ course” indicates, it can be speculated that most students are getting at least one opportunity to do microteaching before their teaching practicum. 3.Video-taping of microteaching

The summary of the responses to an open ended question is as follows: ・ When asked how the recordings are used, many replied that they were used for

student self-evaluation. Some respondents indicated that they would comment on the microteaching while showing the recordings immediately after the microteaching, but in most cases, the recordings were handed to the students to encourage self-evaluation or reflection. In other cases, students wrote out what they learned from reviewing their microteaching. Besides these usages, the recordings were used for instructional purposes to show excellent examples of microteaching to students the following year.

・ The most common reason for not video-taping was ‘time constraints’. Many respondents indicated that even if they made recordings, they would not be able to find time to utilize the material. Moreover, they felt that giving comments right after the microteaching was much more worthwhile, thus they did not see the value of making a recording. The second most common reason given for not recording was that video-taping could be an additional psychological pressure on the student, a consideration on the part of the respondents.

・ The survey revealed that the number of students taking the course had a great influence on whether recordings of the microteaching were made or not. Namely, if the number of students was large, there would not be enough time to give individual feedback to all the students. On the other hand, if the number was small, comments could effectively be given directly following the microteaching without having to use a recording. The survey results showed that where recordings were

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made, the average number of students was twenty. This shows how recording microteachings is feasible for classes of approximately 20 students.

4.Overall ITE curriculum 4.1 Courses that develop communicative abilities in English

The responses to the open ended question revealed that most courses are designed to develop verbal communication skills, followed by the courses which are to promote written communication skills.

4.2 English proficiency prerequisites (1) Prerequisites for a teaching methodology course

Though only a few respondents set a prerequisite for the course, its typical example included passing STEP grade 2 or grade pre-2. (2) Prerequisites for teaching practicum

Some examples of the prerequisites, though the number was small, ranged from STEP grade pre-2 to STEP grade pre-1, in addition to grades of required courses or the number of credits student teachers have acquired.

4.3 Special courses for teaching English at the elementary school level

The number of institutions which provide these courses was smaller than expected, although English classes will be implemented in all elementary schools in three years. 4.4 Collaborative partnerships of schools and ITE providers

According to the descriptions from those who answered in the affirmative, collaborative partnerships can be categorized into five types as follows: ・ Classroom observation or participation in study groups ・ Sending student teachers as volunteers or assistant teachers ・ Assisting school events ・ School internship ・ Holding lectures or informal gathering for discussion

Discussion 1.Increase in the Number of Small Classes

This survey revealed that the number of students registered in methodology

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classes was shrinking: 26.8% of the methodology courses had fewer than 10 students and 31.6% had 11 to 20 students. At the same time, more classes were requiring microteaching and video recording of the microteaching, which were not possible in a large class. Microteaching is an indispensable component of a methodology course; thus, this change should be evaluated positively.

However, the smaller class size is also an indicator of the decrease in the number of students interested in the teaching profession. If it simply means the decrease in the number of students who go through the certification process just for the sake of getting the license, it is not of much social concern. Nonetheless, if it implies that capable students are losing interest in English teaching, it is of an issue for the future of English education in Japan. In the follow-up research, it is essential to investigate the reasons for this phenomenon. 2.Increase in the Number of Seminar Style Classes

According to this survey, many teachers were adopting a seminar-style or partially seminar-style class for their methodology courses. In order to develop strategies to teach practical communication skills, it is essential to develop strategies to facilitate teacher/student and student/student interaction. Compared to a teacher-centered lecture, seminar-style is more conducive to the development of such strategies. While this trend is positive, the survey failed to reveal the specific characteristics of a seminar-style class.

In the follow-up study, it is essential to investigate the objectives of a seminar-style class as well as its features.

3.The Focus in the English Teaching Methodology Course

A follow-up survey is necessary for the following two points. ・ “instruction of the four skills”:Over 80% of the respondents said they emphasized

the “Instruction of the four skills”. This is not surprising when the development of practical communication skills is called for in English language education. However, this survey failed to reveal the details of what is actually being taught. “theories of language acquisition” and “the course of study for foreign languages”. It is natural to see “theories of language acquisition” becoming central to the methodology course when current attention to language acquisition theories is considered. What is important however is to examine carefully what is essential to students not necessarily majoring in language-related fields within a limited amount of time. The same is also true of “the course of study for foreign languages”.

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4.Effectiveness of Writing Lesson Plans 96% of the courses taught by the respondents require students to write lesson

plans. It is not evident what students are asked to include in these lesson plans. It is essential to verify what level of lesson plan writing skills is necessary for university students to successfully fulfill the teaching practicum or how effective these lesson plans are in the actual teaching of a lesson.

5.Effectiveness of Microteaching

92% of the courses taught by the respondents require microteaching. Although the ways microteaching is implemented vary, it is evident that microteaching has become a part of the EFL Methodology Course. However, it is still not clear what kind of microteaching is indeed effective during the students’ teaching practicum and in similar contexts. 6.Effectiveness of video-taping of microteaching and reflections

According to the survey, the appropriate number of students for video-taping microteaching is thought to be around twenty. From past experience it can be said that having too many students in a class will hinder equal opportunity for all students to be video-taped, as well as not having enough time for feedback even if a recording was made. At the same time, if the number of students is too small, microteaching itself may be ineffective due to a limited audience feedback.

There are generally three ways the recorded materials are used: ① to present as a good model, ② to promote student awareness, and ③ to solicit feedback from others, including teachers. In this survey, many respondents replied that recorded materials were used for ① and ② above.

However, many studies in the past question the effectiveness of reflections done by students at the stage of ITE. When viewing their video-taped recording, inexperienced teachers and students tend to get carried away with observing physical aspects such as their facial expressions, manner of speech, and body movements. While such observations is not totally unnecessary, it is pointed out that what is more important is to notice learners’ reactions. Because microteaching involves peers taking the role of learners, real classroom experience cannot be duplicated. In other words, students do not have enough experience or perspective to benefit from their reflection. If microteachings are to be video-taped, it is important for instructors to give students appropriate instruction and advice.

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7.English language proficiency standards The survey results indicate that half of the respondents created courses that were

designed to develop communicative abilities in English; however, it did not become evident how these courses would enhance student teachers’ teaching skills.

Regarding English language proficiency standards, the survey results show that not many respondents have yet made English language proficiency a prerequisite for registering for a teaching methodology course or practice teaching. Even when there are some prerequisites, they vary markedly among the ITE programs. English language proficiency standards necessary for practice teaching or for becoming an English teacher need to be further investigated.

8.English teaching at the primary-school level

The results of the survey indicate that 16% of the respondents selected early English education as one key area for a teaching methodology course. Furthermore, 38% of the ITE programs responded that they established a course specifically designed for English teaching at a primary-school level. This seems to imply that the respondents tried to react to changes in the new Course of Study which stipulates that English is to become part of primary level curriculum. This issue requires further examination, specifically regarding pre-service training for primary-level EFL instructors and their performance standards.

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Chapter 3 European Language Portfolio (ELP) and the Common European

Framework of Reference for Languages (CEFR)

Hisatake Jimbo, Leo Yoffe

Abstract Since 2000 European Language Portfolio (ELP) has become an increasingly sophisticated

and influential language teaching tool. Between 2000 and 2008 the number of accredited

ELP models increased from six to 99 in 28 different member states. According to the ELP: Interim Rep rt 2007 16 European member-states implemented ELP models covering all

educational sectors from primary to adult levels. Perhaps more importantly, ELP has

evolved into a significant policy instrument closely related to national curriculum reforms

and in that capacity is helping to shape national language policy objectives and proficiency

benchmarks. This report will look at the background of ELP; its main aims and functions,

and examine the components of this document, as well as the benchmarks of the Common

European Framework of Reference for Languages (CEFR) which have been closely

associated with ELP since its inception. The authors will examine challenges teaches

continue to face as evidenced by comments made by participants at the latest major

ELP-related event – a Workshop on ELP in Whole-School Use. The Workshop was held in

Graz, Austria on October 29-31, 2008. Brief information about the European Centre for

Modern Languages (ECML), an arm of COE responsible for providing support of language

education policies, including ELP, will also be provided.

o

Background

The idea of a European Language Portfolio was conceived at the European intergovernmental symposium in 1991 as a way to enhance the communicative skills of second / foreign language learners. The aims and objectives of this instrument were grounded in the notion of developing a user-friendly, comprehensive pedagogical tool based on a common framework of assessment benchmarks. ELP was formally recommended to the governments of the Council of Europe (COE) member states by

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the European Ministers of Education at the meeting in Cracow, Poland in October 2000. The Resolution on the ELP encouraged the national governments to “implement or create conditions favorable for the implementation and wide use of the ELP.” In a nutshell, this implied that if ELP model was introduced in an educational jurisdiction a competent body would be set up to monitor the interface between the established foreign language curricula and ELP principles; steps would be taken to assist teachers in the effective use of ELP at the practical level; environment conducive to the use of ELP in formal and informal educational contexts would be created, and relevant authorities would ensure that an ELP model is acknowledged as a valid record of language competence.

The pivotal document outlining the theoretical basis for modern language teaching entitled Common European Framework of Reference for Languages: Learning, teaching, assessment was published in 2001, and recommended ELP to decision-making education authorities. Piloting

Implementing ELP across such a diverse array of educational, cultural and socio-economic settings was a far-reaching decision which required evidence of acceptance by relevant stakeholders. In order to ascertain the practical feasibility of ELP implementation and assure a level of ‘buy-in’ the Portfolio notion was piloted between 1998 and 2000 in 16 countries. Over 30,000 learners and 1,800 teachers were involved.

Learners represented a wide cross-section: from elementary school students to adults. Both qualitative and quantitative data were collected on the structure, functions and the feasibility of ELP. While there were important variations and reservations (e.g. many teachers were not sure how the ELP stated objectives and philosophy would relate to the traditional / compulsory curricula constraints), the feedback from both learners and teachers was positive

a. ELP was recognized as a useful pedagogical tool by over 70% of respondents b. ELP was thought to address key educational issues c. respondents largely believed that ELP fostered the aims of the Council of

Europe.

Aims

Following a series of piloting projects ELP was launched in 2001, the European Year of Languages, with the following aims which reflect the aims of the COE:

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• to deepen mutual understanding among citizens of Europe • :to respect diversity of culture and ways of life • to develop pluralingualism as a life-long process • to develop the capacity for independent language learning • to facilitate vocational and educational mobility

Functions

It may be useful to consider the functions below as a subset of the above-stated aims. The ELP functions can be summarized as follows: A. The pedagogical function ・ to improve learners’ communicative ability in foreign languages ・ to encourage the learning of additional languages ・ to promote the pursuit of new intercultural experiences ・ to promote reflection in language learning and teaching ・ to promote learner autonomy

B. The reporting function ・ to document learner’s language competence in a comprehensive, transparent

and reliable way

Structure

While the ELP philosophy allows for sufficient degree of flexibility in the development of the portfolio variation by a particular authority, all models are required to have the following three components. 1.The Language Passport

This section provides a ‘snapshot’ of the learner’s linguistic competence at a given time in terms of the descriptors in the Common European Framework of Reference (CEFR).

It allows for self-assessment and for formal evaluations, qualifications and learning experiences. The Passport takes account of learners’ needs, according to the age, learning purposes and background. For example, the junior edition (Grades 7 -9) of the UK Portfolio asks the young learners to assess their proficiency in the four language skills. The learners can also record what else they can perform in the language, in addition to the ’can do’ parameters of the CEFR, list activities they are

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habitually engaged in, which require the use of a given skill, and the reasons for liking these activities. The learners are also encouraged to list any international contacts or experiences they have had, such as mail exchanges, trips overseas, informal meetings, etc.

2.Language Biography

The objective of this part is to give a learner an opportunity to reflect on his/her process of learning; to set specific goals and to document any language learning and socio-cultural experiences undertaken outside the formal educational context. Obviously this section is very much age-specific requiring adaptation to various age groups while maintaining the overall focus. Two examples below will help illustrate this point. ELP Junior level (UK) asks learners to: ・ record which languages they know and how well; where and how they have

studied them and what they hope to be able to accomplish using these languages

・ list the activities, such as watching TV programs or reading magazines, the learners habitually pursue when using foreign languages

・ list contacts they have had with speakers of other languages ・ briefly describe their future language ambitions ・ record any interesting aspects they have noted about other cultures and

languages ・ report on their ‘language strategies’ (i.e. what do they do if they do not

understand someone; what do they find particularly challenging when learning a foreign language)

ELP Adult Version (UK) asks learners to: ・ list how they have acquired proficiency in foreign languages, i.e. through family

interaction; professional contacts, formal instruction. ・ explain their reasons for learning a foreign language and comment on how the

language is of practical use at present or will be in the future ・ assess their current proficiency in terms of CEFR descriptors ・ describe how they intend to use the language either socially or professionally ・ comment on their preferred learning styles from past experience ・ reflect broadly on their language learning experiences and identify particularly

valuable experiences ・ describe in detail their intercultural background; i.e. factors that influenced

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how they respond to intercultural situations; past and ongoing intercultural encounters; etc.

3.Language Dossier

This component, similar to an artist’s portfolio, allows the learner to select representative works to illustrate the competencies and achievements identified in the language passport and the language biography. In the case of younger learners the dossier may take the form of a ‘scrap book’ with examples of work done in school or evidence of outside activities, such as pictures, copies of e-mail correspondence; titles of books read or a vocabulary list. More advanced or older learners typically include evidence of accomplished projects, written work, feedback on presentations delivered, and a summary of awarded certificates. They are also encouraged to attach a statement from some who can vouch for the language proficiency of the dossier owner, describing how a specific competence was demonstrated and how it corresponds to the CEFR levels grid.

Common European Framework of Reference for Languages (CEFR) 1.Background and aim

Central to the ELP are the communicative competence levels elaborated in the C mmon European Framework of Reference for Languages. In fact, from the onset the development of this taxonomy was linked to the elaboration of ELP as an implementation mechanism. CEFR has it origins in the threshold levels developed by Van Ek (1977), and subsequently elaborated by Van Ek and Trim in 1997. The first draft of the Framework appeared in 1995 with revised versions produced by the COE in 2001. The Framework seeks to create a comprehensive tool to enable language educators -- teachers; curriculum developers, syllabus designers, examiners, policy makers – to direct their efforts in a cohesive manner in relation to a set of proficiency standards. The Framework was not intended to replace other established assessment instruments but to supplement them and provide a way to facilitate the understanding of a variety of assessment qualifications.

o

2.Structure

The core of the Framework are the Common Reference Levels, which consist of a series of descriptors typically formulated as “can do” statements. The Framework’s global scale is composed of six levels arranged in three bands: basic user – A1; A2;

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independent user – B1; B2: and proficient user – C1; C2. This division follows the classic beginner-intermediate-advanced scheme. Listening, Reading Spoken interaction and production and written interaction and production are included together with a rating scale for spoken proficiency providing criteria for range, grammatical accuracy, fluency and coherence. Altogether 56 specific scales exist to assess socio-linguistic, strategic and pragmatic competence as well as spoken and written communicative activities, divided into three groups: reception, interaction, and production. The Framework also includes a self-assessment grid variations of which are widely used in ELP models. These concise grids generally assess the four skills with no separate descriptors provided to evaluate accuracy or vocabulary in spoken production.

The illustrative scales of the Framework comprise the following broad categories which are then further sub-divided to assess communicative competence in specific area: ・ Overall listening & reading comprehension ・ Overall spoken & written interaction ・ Overall spoken and written production ・ Communicative strategies ・ Working with text ・ Linguistic competence (e.g. vocabulary range and control) ・ Sociolinguistic competence ・ Pragmatic competence

ELP: Current Status

Clearly the ELP has attracted significant attention from the foreign language not

only in Europe but worldwide. According to the Interim Report 2007, there is a broad consensus that the adoption of ELP does make a positive difference in educational practice and serves as a catalyst of change towards a more communicative action-oriented curricula at national and local levels. The Report, however, also points out challenges to a successful implementation of an ELP model. More specifically the document mentions the following areas which warrant careful scrutiny and analysis. ・ Learner autonomy, one of the core pillars of the ELP philosophy, remains a

controversial notion, with many teachers and parents not comfortable with the idea of the learner-centered approach which shifts the responsibility to the learner.

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・ ELP is not perceived as a viable assessment tool in many educational contexts as the conventional syllabi and testing mechanisms are not synchronized with the “can do” approach.

・ While the overall feedback is largely positive, no concrete statistical data based on contrastive group studies exists, making it difficult to convince the relevant authorities to shift priorities and provide resources to support the wide-scale implementation of the ELP.

・ A wide gap still remains between the principles of the ELP and the demands of the established curricula.

・ When the ELP model is introduced, sustained learner and teacher support is still lacking in many cases.

The concerns were echoed by many participants at the ELP in Whole-School Use Workshop held in October 2008. The focus of the Workshop was to encourage the use of the ELP to support the teaching of all languages from the beginning to the end of the secondary curriculum. It also sought to identify projects where the ELP already in use on the whole-school basis, examine their impact on the learner achievements, and to ascertain how many new projects on this type were being contemplated. Informal discussions with the attendees revealed that with a few exceptions ELP integration was limited to the regional or institutional levels. No national government so far has enthusiastically embraced the ELP preferring to introduce on an experimental basis over a fixed period and then assessing broader suitability.

A case in point is the introduction of the ELP approach in a network of 70 primary and secondary schools in Lower Saxony, Germany. ELP models were developed fro two specific age groups: grades 3 and 5 at the primary and secondary levels, respectively. The pilot phase of the project lasted three years, from 2006 to 2009. The coordinator of the project noted that while it is difficult to conclude with authority that the approach resulted in better performance (no control / experimental analysis was undertaken), students did become more responsible for their learning and more aware of their progress. However, she also emphasized the difficulty of integrating ELP into the existing curriculum structure and creating a valid link between the CEFR standards and the textbooks in use. The other problem which hindered the success of this pilot project was that the decision-making process was top-down, with little resources provided to ensure acceptance of the ELP philosophy by the teachers. As a result, teachers were reluctant to devote precious personal and classroom time to an approach with few perceived pedagogical benefits. The coordinator’s remarks underscored the importance of an inclusive process if ELP is to be recognized as a viable alternative by

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the education community.

Implications for teacher education

The Workshop participants also stressed that the successful implementation of ELP requires a significant shift in foreign language teaching (and learning) paradigm. The roles of educators and language learners change; new techniques need to be designed, piloted and disseminated. If the students are to be actively engaged in ELP, they must understand the rationale, the philosophy which underlies it and its potential benefits. This shift represents a significant challenge to the teachers. One of the major didactic tools developed to bridge the gap and encourage pre-service teachers to embrace the principles of ELP has been The European Portfolio for Studen Teachers of Languages (EPOSTL). (detailed information about the EPOSTL project is available at:

t

http://epostl2.ecml.at/) This document encourages prospective teachers to reflect on the necessary didactic knowledge for the profession and to monitor their progress as future educators. EPOSTL consists of three main components: ・ a personal statement intended for those in the early stages of their teacher

education to reflect on issues related to teaching ・ a self-assessment checklist containing ‘can do’ descriptors somewhat similar to

the CERF statements ・ a dossier which enables student-teachers to collect and showcase examples of

work relevant to their teacher education. EPOSTL was developed by an international team of teacher educators based on

the recommendations made by the Language Policy Division of the Council of Europe. Currently it is being translated into 11 languages, according to David Newby, EPOSTL Coordinator (personal communication).

Major Challenges

While ELP is undoubtedly a powerful pedagogical tool destined to play an important role in the future development of language education in Europe, significant hurdles still exist and need to be addressed if the ELP is to achieve its full potential. Below is the list of the issues raised by practitioners during the ELP-Whole School Use Workshop. ・ While the diversity of ELP models is necessary to reflect regional / cultural

characteristics, learner priorities and social parameters, existence of such a

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variety of models tends to undermine the acceptance of this instrument by employers, etc, thus interfering with the objective of ELP – to promote mobility within Europe.

・ The overall visibility of and support for the ELP movement within the European education structures notwithstanding, no national government to date has revised curricula so that they are explicitly harmonious with the ELP. Lack of compatibility with the national and regional curricula creates a parallel set of curriculum and assessment criteria. As David Little, Coordinator of the ELP-WSU Project points out,

“In order for the ELP to succeed in an educational system it needs to be supported by a language curriculum whose communicative component is expressed in “can do” terms, so that the checklists in the ELP mediate the curriculum to learners in a very direct way. It also helps if tests/exams are task-based and action-oriented.” (December 2008, personal communication)

・ Lack of financial and human resources has also been cited as an obstacle to the sustained implementation of the program.

Necessary Conditions for a Successful Dissemination of ELP

Three major conditions have been identified by the experts and largely supported

by the teaching practitioners. 1. It is necessary to ensure closer coordination between the ELP experts; teaching

community, policy makers and other relevant stakeholders to promote the validity and the reliability of the ELP model.

2. To the degree possible, national governments need to demonstrate their support for ELP by concrete revisions of the language curricula and testing methodologies to make it congruent with the benchmarks espoused in the CEFR.

3. Statistical and quantitative body of research need to be assembled to support the hypotheses and the principles underlying the ELP paradigm.

The role of the European Centre for Modern Languages (ECML)

While the Language Policy Division of the COE works closely with the relevant

educational authorities to achieve progress on item 2 in Section 9 above, items 1 and 3 constitute one of the key responsibilities of the ECML.

The Centre was founded in Graz, Austria in 1994 as an arm of the COE tasked to

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provide ongoing support of language education policies and facilitate reform in language teaching and learning practice. The Centre does that through a series of projects (including ELP) aiming to foster communication between experts; share expertise and promote research on language teaching. Currently the dissemination of the ELP is one of the Centre’s priorities. Six projects focusing on the ELP and the CEFR have been launched. ・ Development of level estimation grid for teachers ・ Training in relating language examinations ・ Assessment of young learner literacy ・ The European Language Portfolio in whole-school use ・ Training teachers to use the European Language Portfolio ・ Piloting the European Portfolio for pre-service language teachers The Workshop on the ELP in Whole-School Use was one of the events organized

within the scope of these projects to promote greater awareness of the ELP, bring together current practitioners to share their experiences, and identify areas of potential complementarity. It is interesting to note that the event was attended by representatives from more than 20 member states as well as non- member states, such as Canada, Russia and Japan. This demonstrates that educators operating within quite diverse environments have recognized the potential of the ELP as a possible model to better language education in their jurisdictions. Information about the Centre and its activities including the projects listed above can be accessed at www.ecml.at

Conclusion: Implications for Japan

The ELP and the CEFR warrant careful consideration from the Japanese education policy-makers and classroom practitioners. Despite a long tradition of English education from junior high school (and more recently from primary school) level and significant resource investment by the government and the private sector, the overall communicative competence of Japanese learners of English remains low. This is reflected in the average national scores on standardized tests such as TOEFL and TOEIC. An ELP model presents several important advantages in the Japanese context: 1. it would encourage learners, particularly at the junior, senior high school and

university levels to reflect on their learning experiences; communicative strategies and objectives.

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2. it would serve as a valuable motivational tool as the learners can recognize what concretely they can perform in a foreign language, and consequently gain confidence to pursue foreign language learning with a clear understanding of how they can benefit from the considerable time spent on L2 study.

3. it would be a catalyst to accelerate the much needed shift towards a communicative paradigm in language teaching in Japan, forcing a broad re-evaluation of current teaching methods, materials, entrance examinations, teacher training requirements and other structural components of FL learning and teaching.

Japanese education environment offers fertile ground for considering an ELP as a viable model. ・ The system is highly centralized, contrary to many European nations where

lack of central education authority, i.e. Germany, presents a barrier to the effective and rapid dissemination of the ELP notion across the country. MEXT, in partnership with the prefectural boards of education, can play a pivotal role in assuring that the new approach is applied in a consistent and systematic manner, structure the necessary training for the teachers and initiate textbook revisions.

・ Adoption of specific benchmarks to illustrate the performance in a foreign language supports the policy of MEXT to nurture Japanese with good English abilities and provides a realistic, credible way to measure the success of this policy.

ELP and the Framework of Reference it is based on will not be a definitive solution to making English education better in Japan. It is, however, likely to be very effective in eliciting policy change which will in turn positively affect what happens in foreign language classrooms. It is highly desirable to examine these tools further to determine the specific variant which would be most beneficial in Japan.

References

Council of Europe (2001). Common European f amework of Reference for Languages: Learning, Teaching, Assessment. CUP, Cambridge

r

Heyworth, F. (2006). “The Common European Framework”. ELT Journal, Vol. 60(2), 181-183.

Little,D. (2008). Trinity College Dublin (retired). Personal Communication Little,D. et al. (2007). Preparing Teachers to use the European Language Portfolio.

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Council of Europe Publ. Little,D. (2007). “Language learner autonomy: some fundamental considerations

revisited”, Innovations in Language learning and teaching, Vol.1, No. 1 Little, D., Perclova, R. (2004). ELP: a guide for teachers and teacher trainer. COE Publ.

Strasbourg The National Centre for Languages (2007). ELP: Adult Version: Revised Edition,

London The National Centre for Languages (2007). ELP: Junior Version. Revised Edition,

London Newby, D. (2008) University of Graz; Dept. of English Studies Personal

Communication Report (1997). Report of the final conference of the project “Language learning for

European Citizenship”. Strasbourg: COE Publ. (97)7. Schneider,G., Lenz,P. (2001). ELP: Guide for developers. COE Publ. Strasbourg Schrer, R. (2007). ELP: Interim Report. COE, Language Policy Division. Strasbourg Schrer,R. (2000). Final report: European Language Portfolio pilot project phase 1998-2000. Strasbourg: COE Publ. (2000)31. Trim, J. (ed) (1997). Language Learning for European Citizenship. Final report of the

Project Group (1989-96). Strasbourg: COE Publ. van Ek.J.A. (1976). Thr shold level for modern language learning in school. London:

Longman. e

evan Ek, J.A. and J.L.Trim (1990). Threshold l vel: a revised and extended version. Strasbourg: COE Publ.

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Chapter 4

Visit to England Major Findings and Implications for Japan

Tsuneo Takanashi, Chitose Asaoka, Satsuki Osaki

Key findings

・ There are five routes to become a teacher. ・ England has a variety of training seminars including Induction, which are

managed by the Training and Development Agency for Schools. ・ England has Professional Standards for Teaching corresponding to five career

stages, and training seminars and workshops are based on the Standards. ・ Initial Teaching Training providers offer knowledge, skills, training, etc. which are

necessary for teacher development, and potential new providers will be screened against the strict evaluation and accreditation standards.

・ Teacher training institutions and prospective teachers are evaluated against strict standards.

・ The five items above can serve as a useful model when we discuss the content and evaluation of the Teacher Certification Renewal System (TCRS) Seminar.

Introduction The United Kingdom consists of England, Wales, Scotland and Northern Ireland. Our survey of teacher training in the U.K. focused on England alone due to time constraints. In order to maximize the use of our available time, a survey was conducted at the Institute of Education (IoE), London and in Birmingham where the Education Show for 2008 was held while we were in the U.K. In London, we were kindly assisted by the IoE faculty and graduate students. Our research group also attended the conference and workshops organized by the IoE. During the Education Show we attended several seminars offered by TDA officials and the presentations by veteran teachers from various parts of the U.K. The event also presented a useful opportunity to familiarize ourselves with a variety of teaching

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materials and audio-visual aids, to hold informal discussions with British teachers about teacher training, and to conduct a valuable and informative interview with a TDA programme leader. This report consists of our findings from the research trip to the two locations mentioned above and summaries of information given in the official web pages of the educational agencies in the U.K. The present document is roughly divided into four parts: first, the content of qualified teacher status (QTS) and the routes to obtain the QTS will be described; in the second part, in-service seminars and/or workshops offered for teachers will be examined; third, requirements and accreditation procedures for potential new providers will be summarized, and lastly, implications from England’s examples for Japan will be explored

Initial Teacher Training (ITT) 1. Qualified Teacher Status (QTS)

Prospective teachers in England and Wales must complete ITT and obtain a Qualified Teacher Status (QTS) by meeting the required standards. The criteria which must be met can be classified into three inter-related categories: 1) professional attributes, 2) professional knowledge and understanding, and 3) professional skills. Among the five options of ITT programmes, except for employment-based ITT, teacher trainees must do school-based training for 18 to 32 weeks at two different schools. Furthermore, in England, in order to meet the required standards of QTS, teacher trainees must pass the QTS skills test which covers the core skills in numeracy, literacy and information and communication technology (ICT). 2. Routes to Teacher Training

There are five major routes to the completion of ITT. The first type is undergraduate teacher training; trainees work on a bachelor’s degree in education (BEd) while completing ITT at the same time. A BEd course usually takes 3 to 4 years to complete with at least 32 weeks practice teaching.

The second route is designed for teacher trainees who are degree holders: Postgraduate certificate in education (PGCE) and School-centered initial teacher training (SCITT). A PGCE course generally lasts one year full-time, or up to 2 years part-time. During school placements, teacher trainees in primary education must do practice teaching for 18 weeks, while those in secondary education, 24 weeks. It is possible to take a PGCE course through distance learning via Open University,

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although trainees must take courses on campus for 18 to 24 weeks. PGCE courses emphasize collaborative partnerships between ITT providers and schools. To give an actual example, in a PGCE programme of the Institute of Education at the University of London, both partnership managers and tutors visit schools during trainees’ practice teaching. The purpose of partnership managers’ school visit is mainly for the overall management of practice teaching, whereas tutors visit schools for quality assurance of practice teaching. Both partnership managers and tutors involve mentor training as well. SCITT courses offer training in the classroom with the school environment and last for one year full-time. It is possible to obtain a PGCE at a higher education institution.

The third type is employment-based training. Trainees are trained while working at a school. Several mechanisms exist: Graduate Teacher Programme (GTP), Registered Teacher Programme (RTP), and Teach First Scheme. In the GTP, graduates are employed by a school and work towards QTS at the same time, whereas in the RTP, non-graduates are employed by a school and work towards QTS while receiving academic instruction at a higher education institution in order to qualify as a teacher and complete a degree at the same time. Finally, Teach First is a scheme in which top graduates are placed in challenging secondary schools in London, Manchester or Midland for two years after a six-week leadership training. This is a programme to train the leaders of the future. Two years later, trainees are allowed to decide either to continue to teach or leave the profession, but in general, half of the trainees stay in the teaching profession. The second route is more common than the third, by a ratio of 40 to 1.

The QTS Only option is the fourth type of ITT offered only in England. When a trainee has substantial teaching experience without a QTS, s/he may be able to qualify as a teacher by submitting a portfolio as evidence of his or her teaching abilities, the process of which will be assessed by the University of Gloucestershire.

The last route only available in England is for teachers who were trained overseas. The Overseas Trained Teacher Programme (OTTP) allows teachers trained overseas to teach on a temporary basis in a mainstream school in England up to four years. The OTTP provides individual initial teacher training and assessment.

After September 1st, 2008, all the teachers who are awarded a QTS must register with the General Teaching Council for England (GTCE).

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Professional Development 1. Induction for Newly Qualified Teachers

Since May 1999, regardless of ITT routes taken, all newly qualified teachers (NQTs) with QTS must undergo an induction program which lasts over three school terms. Induction is a personalised programme of professional development with monitoring and practical support by an induction tutor. By the end of the third term, the core components of QTS standards have to be met. During induction, a reduced timetable (teaching for no more than 90% of the time) must be ensured and NQTs are encouraged to be involved in both planning and assessing their own professional development towards the core standards. The induction programme is tailored in that both an induction tutor and a head teacher, or at least one of them, work with each NQT to plan development opportunities and support. 1.1 Assessment Meetings

Towards the end of each term during the induction period, each NQT meets with an induction tutor and/or a head teacher for a formal assessment. In addition, an NQT regularly has classroom observations and progress review meetings with an induction tutor to discuss and review his or her development towards meeting the core standards. 1.2 Core Standards and Assessment

During the three formal assessment meetings with an induction tutor and/or a head teacher, NQTs are assessed based on the three inter-related categories mentioned already above or by using the guidance created by TDA, grouping 41 QTS standards into five themes below in order to help NQTs identify their needs and priorities.

Theme 1: developing professional and constructive relationships Theme 2: working with the law and frameworks Theme 3: professional knowledge and understanding Theme 4: professional skills Theme 5: developing practice At the end of induction, a head teacher makes a report to the local authority

regarding whether an NQT has successfully met the core standards or not. Based on the report, the local authority makes the final decision, which will be reported to GTCE. GTCE finalizes the induction assessment. In case an NQT fails his or her induction, he or she can appeal to the local authority and their induction may be extended for one

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more year.

1.3 The Career Entry and Development Profile (CEPD) During induction period, NQTs use the career entry and development profile

(CEDP) to reflect achievements and strengths, and discuss their professional development needs with their induction tutors. CEDP is in three transition points. Transition point one is towards the end of ITT, point two is at the beginning of induction, and point three is towards the end of induction.

TDA provides guidance notes at each transition point, a set of prompt questions and sample formats that can be selected or adapted for making notes. There are also resources available on the TDA website to help NQTs set objectives and write induction action plans. In addition to noting their responses at each of the three transition points, NQTs should collect existing evidence or even produce new material about their reflections, achievements and plans. For example, they could store their responses at each transition point and reports on their school experience during ITT. ・ Transition point one:

ITT tutors will introduce teacher trainees to profile as part of their ITT, and towards the end of their training will work with them to reflect on their achievements, strengths and development needs so far. Both a teacher trainee and an ITT tutor should sign to confirm that the appropriate discussions have taken place at transition point one. TDA provides teacher trainees with a form for each transition point in the CEDP on the website.

・ Transition point two: When NQTs begin induction period, they will share the CEDP materials from transition point one with their induction tutors. The NQTs will discuss their priorities for development in the context of their posts as an NQT with their tutors. They will then work with their tutors to set objectives and write an induction action plan. The TDA website provides sample formats for the action plan.

・ Transition point three: Towards the end of ITT, NQTs will review their professional development over the entire induction period and take stock of how much they have achieved. The third stage of the process will help them to focus on their CPD needs for their second year of teaching, and prepare them for involvement in the school’s performance management arrangements.

The process of CEPD helps teacher trainees and NQTs acquire professional attributes, professional knowledge and understanding, and professional skills on

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threshold level at key points towards the end of ITT and during induction. 2. Continuing Professional Development (CPD)

TDA lately stresses the importance of CPD in addition to ITT and induction, with the emphasis on improving an individual’s attributes, knowledge, understanding and skills as well as on supporting individual needs and improving professional practice. The characteristics of CPD are threefold: collaborative, reflective and sustained.

CPD may take place on the individual level (performance management) or as a whole school. Through the two kinds of CPD, professional development opportunities are provided to unqualified teachers as well. 2.1 CPD (1) CPD as a whole school

Schools are required to provide the CPD opportunities as a whole school at least for five days per year. When the CPD takes place, there will be no classes to teach. A CPD leader at each school creates the annual CPD plan and sets objectives for the forthcoming year; for example, school-based CPD such as workshops, observation and projects or participating in lectures and workshops offered by higher education institutions, private companies or local authorities. There are also leadership training programmes for CPD leaders. A head teacher evaluates the impact of the CPD on staff and pupils through class observation and meetings.

During the interviews with a few practicing teachers in England in February, 2008, it became evident that teachers are likely to view CPD as a benefit – teachers can learn new and useful ideas for actual classroom teaching or may get motivated to develop professionally through the CPD practices. However, some issues which still need to be tackled were pointed out by the teachers. For instance, it depends on a head teacher to decide what kind of CPD should be practiced; therefore, CPD may vary a great deal in scale and intensity from school to school. Furthermore, the evaluation of CPD as a whole school is difficult and the impact of CPD on pupils’ performance may not be always clear. Finally, attending a workshop offered by local authorities or private companies may give teachers a chance to talk with teachers from other schools; however, there is usually no assessment after the workshop and teachers may not be able to make changes using new ideas that they learn during the workshop. (2) Performance management

After September 2007, all teachers are expected to engage in performance management based on a vision of a ‘new professionalism’ which promotes professional

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development as an integral part of a teacher’s everyday life. At the beginning of a school year, each individual teacher meets with a CPD leader to set objectives and timelines for achieving the objectives, and agree on the criteria to review performance. At the end of the school year, a head teacher reviews each teacher’s performance against the criteria set initially. Assessment may affect pay decision. There are several key differences about the new arrangements for performance management; for example, concrete timelines as well as performance criteria are discussed in advance in addition to objectives, and there is a direct link to compensation. 2.2 Chartered London Teacher Status

Chartered London Teacher (CLT) status is an example of CPD offered by the local authority of London. By meeting 12 standards, selected from the QTS standards as the Chartered London Teacher Standards, teachers are awarded a CLT status. CLT status was set up in order to recognize and reward the achievement of teachers in London, where they often face a very challenging professional environment. In October, 2007, 537 teachers were awarded CLT status for the first time. As of February, 2008, approximately 40,000 teachers are working towards CLT status. 3. Professional Standards for Teachers 3.1 The Framework of Professional Standards for Teachers

In England and Wales, the TDA has a role in bringing coherence to the framework of professional and occupational standards for classroom teachers. The framework of standards is arranged in three interrelated sections covering professional attributes, professional knowledge and understanding and professional skills. Each interrelated section consists of descriptors divided into several topic areas to provide clarity of the expectations at each career stage mentioned in section (2) below. The following are three interrelated sections and topic areas: a. Professional Attributes

・Relationships with children and young people ・Frameworks ・Communicating and working with others ・Personal professional development

b. Professional Knowledge and Understanding ・Teaching and learning ・Assessment and monitoring ・Subjects and curriculum

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・Literacy, numeracy and ICT ・Achievement and diversity ・Health and well-being

c. Professional Skills ・Planning

・Teaching ・Assessing, monitoring and giving feedback ・Reviewing teaching and learning ・Learning environment ・Team working and collaboration

3.2 The Professional Standards at Career Stages The framework of professional standards for teachers set out below defines the

characteristics of teachers at each career stage. ・the award of Qualified Teacher Status (QTS) (Q) ・core standards for main scale teachers who have successfully completed their

induction (Core) (C) ・post-threshold teachers on the upper pay scale (P) ・excellent teachers (E) ・advanced skills teachers (ASTs) (A) The standards provide the framework for a teacher’s career and clarify what

progression looks like. It also provides teachers at each career stage with opportunities of continuous teacher training and assessment through professional development. (See Table 1 below)

In the first career stage, a teacher trainee needs to meet all of the QTS standards in ITT. The recommendation for the award of QTS and registration with the GTCE is made by an accredited ITT provider. In the second stage, a NQT begins the induction period. NQTs will be required to meet fully the core standards by the end of their induction period. The core standards underpin all the subsequent standards, and are valid at all points of teachers’ careers. The core standards are therefore considered as threshold for all teachers. After the induction year, a teacher would be expected to continue to meet standards of the next career stage through CPD. Each set of standards builds on the previous set, so, for example, a teacher who wishes to become an excellent teacher needs to meet the core and post-threshold standards, and then satisfy the standards for excellent teachers.

All qualified teachers are paid according to pay scales. Starting on the 'main' pay

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scale, each year, subject to performance, they will move up a step until they reach the maximum level or move on to a scale associated with a different position or level of experience, such as ‘advanced skills teacher pay scale’.

In England and Wales, the standards for teachers at each career stage aim to enhance accountability and assure quality of teachers to help learners develop their performance. Table 1 The Framework of Professional Standards for Teachers at Each Career Stage

Interrelatedsections

a. Professional attributes

b. Professional knowledge and understanding

c. Professional skills

Total

Teacher training

Career stages

Topic areas 4 6 6 16

ITT Q 9 12 12 33 Induction C 9 16 16 41

P 1 5 4 10 E 1 4 9 14

CPD

A

Descriptors

1 1 2

Comparative Review of Teacher Training in Japan and England In the preceding two sections the Initial Teacher Training (ITT) and professional development were summarized to offer a profile of teacher training in England. Every country has its own history and socio-economic environment of education, and all successful examples will not necessarily work in other cultural contexts. So, we must reflect on whether systems or methods successful elsewhere will bring about the same results before blindly adopting them. In the following section will attempt to make a contrastive examination of professional developments models in England and Japan to identify commonalities and differences. 1. Innovation in Japan In Japan, professional graduate school system was inaugurated in 2003 to respond to an increasing social need for the training of professionals with advanced specialized skills and knowledge. To meet the educational needs, professional graduate schools for teachers were established. Currently these institutions have two objectives: 1) To provide the graduates of 4-year teachers’ colleges and universities with more

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practical teaching ability. 2) To provide teachers with solid pedagogical knowledge and opportunities for skills’

implementation. This new system is a good beginning to improve the quality of teachers in Japan. However, the effect will not be immediately apparent as professional graduate schools are yet small in number (19 institutions <public: 15; private: 4> with the total quota of 706), and per subject quota (for example English education majors) will be much smaller. This suggests that unless teacher training at undergraduate level is also drastically revised, the pace of professional development of teachers will not accelerate in Japan. Quality assurance of higher education is another serious issue in Japan. Self-checks and self-evaluations have become compulsory for all educational institutions since 1999. In addition, all national, public and private universities, junior colleges and technical colleges are regularly evaluated by organizations certified by the Ministry of Education, Culture, Sports, Science and Technology (MEXT hereafter) since April 2004. Recently, the Japan University Accreditation Association (JUAA) has also played a role in the qualitative improvement of universities. It is a voluntary organization of universities established in 1947. However, under the 2002 revision of the School Education Law, all universities in Japan have to be evaluated at least every seven years by MEXT-certified quality assurance agencies including JUAA, which has the longest history. 2. How much can we share about the standards of evaluation? The development mentioned above sounds very encouraging. However, these progressive changes are concerned mostly with administrative matters. What requires improvement is also the quality of classroom teaching itself. Any improvement will ultimately be contingent on establishing specific and transparent standards to evaluate quality. As reported in section 2.3, England produced professional standards for five career stages, which provide the teachers with guidelines for clarifying “what progression looks like” and “the professional characteristics that a teacher should be expected to maintain and to build on their current career stage” (TDA 2007, p.2). In Japan, on the other hand, while, “the MEXT is aiming to further enhance comprehensive systems to guarantee the quality of universities both before and after establishment” (MEXT 2009), universities conduct self-evaluation exercises to identify

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possible deficiencies. The government does provide evaluation frameworks, however these tools are generally vague, and likely led to inconsistency of standards institutions apply in self-evaluations. 3. Site visit for evaluation

MEXT-certified agencies can make a site visit for the evaluation of institutions. This evaluation consists of interviews with the president or senior management, and are attended also by the faculty member in charge of the evaluation process. In addition, the evaluators also make an on-campus tour of important facilities. They observe classes and interview students. However, it is not clear what standards are applied and how interview results are used. While having objective third-party input is important, quality of education should be addressed by the institutions themselves to ensure complete accountability. 4. Teachers’ career development projections

According to Survey of T achers 2007 (GTC 2008, p.4), 83% of teachers signaled that over the next five years they would continue to develop in their current role. About 9% of them expected to become an advanced teacher (AST), and the same proportion expected to attain excellent teacher status (ETS). In Japan teaching jobs are not classified into career stages as in England. There are administrative or managerial positions such as principal, vice-principal, etc. but no specific job descriptors exist. Teachers wishing to move into positions of leadership undergo a screening process, so presumably evaluation guidelines exist, but they are not publicly available.

e

5. Teachers leaving the profession Until the fiscal year (FY hereafter) 2008 Japanese teachers could work until retirement. However, starting in FY 2009 they will have to take Teacher Certification Renewal System (TCRS) seminars every ten years for the evaluation of their skills and knowledge. Whether or not this policy change will have an impact on their leaving the profession is not clear yet. The main purpose of the TCRS is not to get rid of poor teachers but to provide them with up-to-date pedagogical knowledge; however, its possible impact should be monitored. In England 15% of teachers employed in 2007 think of moving to employment outside of teaching, 12% suggest that they will take a career break in the next five

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years and 29% are thinking of retirement (GTC 2008, p.13). Corresponding data about Japanese newly employed teachers is not available as of July 17, 2009. 6. Professional development needs

To evaluate the effectiveness of TCRS seminars in Japan, the MEXT prepared an evaluation sheet consisting of nine specific items and three comprehensive items with a four-point Likert scale <4 = very good (very satisfied, passed with distinction); 3= good (satisfied, passed); 2= not so good (not so satisfied, not barely passed); 1= insufficient (dissatisfied, failed> (MEXT 2009).

The first point to note is the ambiguous title; the name consisting of 13 kanji characters could mean either “Evaluation Sheet of the TCRS Participants” or “Evaluation

Sheet of the TCRS by the Participants”. To avoid any potential misunderstanding the wording

should be reworked.

Form No.5, MEXT

Evaluation Sheet of the TCRS Participants

Provider: (Name of institution) Period: (date, month, year)

Name of the Course:

The purpose of this evaluation sheet is to improve the TCRS and to provide future participants with

information about the TCRS. It is not intended to evaluate the participants in any way.

1) Did the seminar address various problems and tasks teachers are facing?

2) Were the objectives clear? Was the content of the seminar based on them?

3) Was the seminar designed to motivate the participants?

4) Was the explanation easy to understand with appropriate key points highlighted?

5) Were the teaching materials appropriate?

Ⅰ. Provide your overall evaluation of the content and method of this seminar based on the preceding items

1)~5) by circling one of the four grades: 4, 3, 2, 1.

6) Did the seminar give you a chance to reflect on your teaching career and to renew your commitment to

teaching?

7) Did the seminar give you an opportunity to expand your knowledge of education policy developments; and

understand more deeply the changing dynamics of educational landscape?

8) Was the seminar effective in raising your awareness of recent pedagogical developments; teaching theories,

and new classroom techniques?

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9) Did the seminar deepen your interest in the content covered and your knowledge and skills as a teacher?

Ⅱ Evaluate how well you have acquired the most up-to-date knowledge and skills based on items 6)~9) by

circling one of the four grades: 4, 3, 2, 1.

Ⅲ Evaluate the organization of this seminar (number of participants, facilities, venue, networking

opportunities, etc.) by circling one of the four grades: 4, 3, 2, 1.

The above evaluation sheet is being used in the TCRS seminars throughout Japan, officially starting in the fiscal year 2009, so the result of the evaluation is not available yet. Also, it is not clear how the participants are to be evaluated. In other words, evaluation standards of professional development are not publicly available.

In the absence of concrete and transparent standards it is difficult to ensure a fair treatment of the seminar participants, considering that many providers will offer their products based on very broad MEXT guidelines.

Implications for Japan

While the teacher training systems and their evaluation mechanisms adopted by England may not necessarily be relevant in the Japanese context because there are differences in the systems and histories of education between England and Japan, it is a good opportunity to consider the English models to produce and retain good teachers for the possible application in Japanese educational environment. Three points are particularly noteworthy. 1. Accountability of teacher training institution

In Japan when we plan to establish an educational institution, we follow the related regulations described in School Education Law, Private School Law, etc. Recently the related information has been increasingly disclosed to the public. However, it is still not user-friendly for the public to access.

So far university autonomy has made it difficult to inspect higher education institutions in Japan except for financial management or when they apply for the accreditation of higher diplomas such as MA or PhD courses. Recently, this has been changing thanks to the role the University Accreditation Association has come to play, although this process is still in its infancy.

Training of prospective teachers determines the quality of teachers from

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kindergarten to upper middle school in Japan. This is why more accountability is needed from higher institutions. University autonomy should not be used as a rationale to compromise what is in public interest. 2. Teacher training and workshops catering to teachers at various career stages

The training curricula provided in teacher training universities, local education centers and the TCRS should be coordinated so that the authorities can focus on what is really needed at different career stages of teachers. This requires professional standards designed to fit the needs of teachers at each career stage in terms of school types, subjects, activities, etc. 3. Training quality standards for teacher training institutions and seminars

TCRS places a heavy burden on the instructors. According to the MEXT directions, those instructors are to be evaluated by the TCRS seminar participants. The problem is that since many provides offer the seminars, the contents of the seminars will vary greatly. The MEXT gives the outlines of the TCRS content, but it is too broad. So, it is important to have the uniform and detailed Standards of the TCRS Seminar in order to assure quality delivery.

In England the Training Quality Standard has been developed and ITT providers have the necessary criteria for delivering the programs. A similar standard is essential for the enhancement of education in Japan.

References

Cole, M. (ed.).(2005). Professional A tributes and Practice: Meeting the QTS Standards. Oxfon: Routledge.

t

c cGreen, H. (ed.).(2004). Professional Standards for Tea hers & S hool Leaders. Oxfordshire: Routledge.

General Teaching Council for England (GTC). (2008). Survey of Teachers 2007. GTC.(2008). Annual digest of statistics 2007-08. Profiles of refgistered teachers in

England. Holmes, E. (2009). The Newly Qualified Teacher’s Handbook. Oxon: Routledge Falmer. Japan University Accreditation Association (JUAA). (2009). University Standards and

Explanation . JUAA. (2009). The Process of Evaluation by Evaluators (for Site visit)

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MEXT. (2009). Evaluation Form to be filled in by seminar participants of the Teacher Certification Renewal System.

Sangster, M. & Overall, L.(2007). Secondary Teacher’s Handbook. London: Continuum. The Secretary of State for Education and Skills.(2008). Education, England. 2006

No.2661 TDA .(2007). Professional Standards for Teachers: Why sit still in your career? TDA.(2008). T aining Quality Standard. rYaosaka, O.(2008). Teacher Certification Renewal System. Tokyo: Meijitosho Publishing Co.Ltd. We are very grateful to the following agencies for very useful information provided in their web pages: TDA: http://www.tda.gov.uk/partners/ittstandards/guidance_08/qts_intro.aspxhttp://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspxhttp://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspxhttp://www.tda.gov.uk/partners/ittstandards/guidance_08/qts.aspxhttp://www.tda.gov.uk/teachers/continuingprofessionaldevelopment/cpd_guidancehttp://www.tda.gov.uk/partners/ittstandards/guidance_08/itt/R1_4.aspx?section=questions&keywords=ITT+requirements Retrieved May 10, 2008 http://www.tda.gov.uk/partners/providerlinkadvisers.aspx Retrieved January 9, 2008

http://www.tda.gov.uk/partners/funding.aspx?keywords=ITT+providers Retrieved January 9,

2008

Dr. Shiela King (IoE): PGCE materials http://www.ioepartnership.net/secondary.aspCLT:http://www.clt.ac.uk/ National Curriculum:http://www.nc.uk.net/webdav/harmonise?Page/@id=6016http://www.nc.uk.net/webdav/harmonise?Page/@id=60162006-09 Corporate plan, TDA: http://www.tda.gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdfhttp:/www.tda.gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdfhttp://www.tda.gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdfhttp://www.tda.gov.uk/upload/resources/pdf/c/corpplan_200609_col.pdfFinal report to the Training and Development Agency for Schools: http://www.tda.gov.uk/search.aspx?action=search&keywords=IPSE&Go=Search

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http://www.tda.gov.uk/search.aspx?action=search&keywords=IPSE&Go=SearchIntroducing the New Standard: http://www.trainingqualitystandard.co.uk/uploaded/files/tqs007-2v1-w-introguide.pdfhttp://www.trainingqualitystandard.co.uk/uploaded/files/tqs007-2v1-w-introguide.pdfCILT (the National Centre for Languages): http://www.cilt.org.uk/index.htm DfES Guidance on EAL (=English as an additional language) Training Programmes: http://www.tda.gov.uk/search.aspx?action=search&keywords=DfES&Go=Searchhttp://www.tda.gov.uk/search.aspx?action=search&keywords=DfES&Go=Searchhttp://www.tda.gov.uk/partners/funding.aspx?keywords=ITT+Providershttp://www.tda.gov.uk/partners/providerlinkadvisers.aspx?keywords=Provider+link+advisershttp://www.tda.gov.uk/partners/funding/accreditation/assessmentcriteria/secretaryofstatescriteria.aspx?keywords=Secretary+of+State Retrieved January 12, 2009 http://www.trainingqualitystandard.co.uk/uploaded/files/tqs007-2v1-introguide%20_02July2008_.pdfhttp://www.tda.gov.uk/upload/resources/pdf/i/revised_itt_requirements.pdf CONFERENCES Chartered London Teachers Annual Conference (25 Feb, 08 @ IoE, University of

London) The Education Show (28 Feb – 1 March, 08 in Birmingham) We also app eciate the cooperation from the per ons below: r sINTERVIEWEES Dr. Shiela King (PGCE MA director of Training Partnership, IoE, University of

London) Ayshea Craig (primary school teacher with 3-year experiences) Paul Hine (TDA, programme leader) Geri Askin (deputy head, Old Ford Primary School, London) QUESTIONNAIR Mr Stuart Churhill (Headteacher, Deanshanger Primary School)

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Chapter 5

American Council on the Teaching of Foreign Languages (ACTFL) 2008: Report on Annual Convention

Akiko Takagi, Yoshiko Usui

Implications for Japan: what we learned from ACTFL 2008 Annual Convention

We will be able to provide better teacher education programs for pre-service and in-service teachers if we consider the implementation of the following principles while bearing in mind specific characteristics of education system, and socio-cultural dimensions in Japan. (1) Providing Collaborative and Diverse Training Opportunities ・In addition to the short-term intensive training programs provided by the education

boards and universities, it is essential that different organizations collaborate in the development, implementation, and evaluation of training programs and provide long-term training opportunities which are diverse and meet the needs of the teachers.

(2) Integration of Theory and Practice ・ It is essential that theory and practice are integrated in pre-service and in-service

teacher training by implementing activities such as feedback between teachers, reflective practice, and action research.

(3) Development and Implementation of teacher education programs for pre-service and in-service teachers based on professional standards

・ In order to improve teachers’ qualification nationally, we should define concrete qualities and capabilities of teachers, professional standards, and standards for teacher assessment, and standardize pre-service and in-service teacher education programs.

Introduction

2008 Annual Convention and World Language Expo hosted by American Council

on the Teaching of Foreign Languages (ACTFL) was held in Walt Disney World Swan and Dolphin Resort in Orland, Florida on November 21-23 2008. The convention was the only opportunity to bring together the educators of all languages at many kinds of

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institutions throughout the U.S., and 6,000 people participated in the convention. The present report presents the latest information we received at the convention, and discusses implications for Japan concerning professional development.

Outline of ACTFL and Report on Annual Convention 1.About ACTFL ACTFL was established as a non-profit organization in 1967 to promote “the study

of languages and cultures as an integral component of American education and society” (ACTFL Language Proficiency Tester Training Site). It is “the only national organization dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction” with an individual membership of “more than 9,000 foreign language educators and administrators from elementary through graduate education, as well as government and industry” (ACTFL). In addition to an annual conference with over 6,000 participants, it publishes The Language Educator, a newsletter, as well as the Foreign Language Annals, a journal. Moreover, in 1986, it set forth the ACTFL Proficiency Guidelines of each of the four language skills. Further, in 1993, it defined the 5Cs (communication, cultures, connections, communities, comparisons) the content standards—“what students should know and be able to do”. It was accomplished in collaboration of AATF (French)1, AATG (German)2, AATI (Italian)3, AATSP (Spanish and Portuguese)4 ACL (Classical languages)5 ACTR (Russian)6, CLASS (Chinese)7 and NCJLT8-ATJ9 (Japanese) with a three-year federal grant.

Furthermore, it contributes to pre-service teacher training as a member of organizations such as NCATE (the National Council for Accreditation of Teacher Education) and INTASC (the Interstate New Teacher Assessment and Support Consortium). 2.Overview of the annual convention

The 2008 Annual Convention and World Language Expo was held by ACTFL co-sponsored by eight organizations including American Association of Teachers of German, Florida Foreign Language Association, National Council of State Supervisors for Language. About 6,000 participants were mainly teachers at elementary, junior high, and high school level who teach foreign languages such as Arabic, Spanish, German, French, Italian, Chinese, and Japanese, university teachers, and

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administrators. The convention featured over 600 educational sessions duding three days. The

printed program guide contained abstracts of each session, name(s) of presenter(s), name(s) of sponsor(s), keyword, applicable level(s), language of presentation, and applicable language(s). The 14 keywords presented were advocacy/policy, assessment, culture, curriculum, diversity/learner variables, instructional materials/textbooks, international education, language for specific purposes, literacy, literature, methods/techniques, research, teacher preparation/development, and technology. Fifty concurrent sessions were held in different rooms, sessions where applicable language(s) keyword is the same were allocated to the same room. Few presentations were academic research, and many presentations were presentations or hands-on workshop about teaching methodology, assessments, and curriculum which can be applied to class immediately probably because many of the participants were school teachers.

Concurrently with the sessions, World Language Expo was held by more than 250 exhibitors such as publishers, educational institutions and organizations. The exhibitors’ booths were located according to each language. The participants were able to purchase textbooks and materials, and browse the publications presented by educational institutions and organizations which support foreign language education.

Twenty-four pre-and post-convention workshops were held, and the participants were able to earn Continuing Education Units (CEU10). The workshops covered a wide range of topics such as ACTFL Oral Proficiency Interview (OPI) assessment and hands-on teaching techniques.

Implication for Japan

As mentioned above, most sessions were related to practical teaching methodology, methods of assessment, and curriculum. Although we did not find many presentations related to teacher education and professional development, we present implication for the Japanese educational context based on what we learned from the sessions we attended. 1.Providing Collaborative and Diverse Training Opportunities

The U.S. federal government has recognized the importance of foreign language education as a part of national strategy, and has set forth clear policies and allocated

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fair amount of budget under programs of the National Security Language Initiative: NSLI11. Further, it has set up and implemented detailed plans by calling for educational organizations, foundations, and the private sector to cooperate. For example, Palo Alto Unified School District (PAUSD) and Stanford University School of Education (SUSE) which is one of the institutions under California Foreign Language Project (CFLP12) conducted an integrated language program for students and professional development program for teachers. The program was funded by National Foreign Language Center (NFLC) under STARTALK13 programs which are the newest of the component programs of NSLI. Therefore, there is a close-knit relationship between the miscellaneous educational organizations and other language –related associations: universities, administrations, and private organizations have collaborated in the development, implementation, and evaluation of training programs with the aid of federal grants. In-service training programs for K-12 teachers are also being provided. Moreover, on-line programs have enabled long-term programs for busy teachers.

In Japan, intensive training programs were carried out for five years as part of “an Action Plan to Cultivate Japanese with English Abilities” set forth by MEXT in 2003, which calls for the improvement of teaching ability of English teachers as well as the enrichment of the teaching system. Furthermore, the teacher certification renewal system is due for implementation from 2009 in order to maintain good teacher quality. However, these are short-term intensive training programs implemented by the education boards and universities, with unclear effectiveness. Collaboration of different organizations in the development and implementation of training programs, providing long-term and varied training opportunities, and verification of their effectiveness seem to be essential in professional development of teachers.

2.Integration of Theory and Practice

In the United States, theory and practice are well-balanced in both pre-service and in-service training programs. For example, in the school climate project introduced in Virginia Tech, students deepened their understanding of the school climate by actually collecting data at the school and analyzing the data. Also, in the summer intensive language program case mentioned above, theory and practice were integrated by setting up the training program alongside a summer intensive language program, allowing immediate application of theories in a real teaching situation as well as self-reflection and feedback between teachers.

Both pre-service and in-service training programs provided in Japan tend to be

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theory-oriented. It is essential for pre-service and in-service training programs in Japan to integrate theory and practice by implementing feedback between teachers, reflective practice and action research for a long-term professional development of teachers. 3.Development and implementation of teacher education programs for pre-service

and in-service teachers based on professional standards ACTFL established ACTFL Proficiency Guidelines for each language、NCATE (the

National Council for Accreditation of Teacher Education)14 did Standards of Excellence in Teacher Preparation and standards for professional development, and INTASC (the Interstate New Teacher Assessment and Support Consortium)15 did Model Standards for Beginning Teacher Licensing, Assessment and Development. In addition, each district has established standards for curriculum and assessment. Academic research and classroom practice presented at the annual convention of ACTFL were based on each standard, and the audience participated in the discussion with knowledge of the standards.

As shown in this example, we should develop and implement teacher education programs for pre-service and in-service teachers based on national standards, and examine and share the effects of the programs. Through this process, we will make a constructive discussion to assure the quality of teachers nationwide. In Japan, because concrete qualities and capabilities of teachers, professional standards, and standards for teacher assessment are not established, the contents of training programs for pre-service and in-service teachers are not standardized. Standardizing teacher education nationally will make the goals of achievement and standards of teacher assessment clear. It will also enable the policy makers to standardize teacher education program which will lead to the improvement of teachers’ quality nationally.

References

American Council on the Teaching of Foreign Languages (2009). About ACTFL. Retrieved February 23, 2009 from http://www. actfl.org/i4a/pages/index.cfm?pageid=3274

ACTFL Language Proficiency Tester Training Site (2009). Frequently Asked Questions: Who is ACTFL? Retrieved February 21, 2009 from

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http://www.actfltraining.org/actfl_posting.cfm?recno=17 Center for Applied Linguistics (2009a). About CAL. Retrieved February 21, 2009 from

http://www.cal.org/about/index.html Center for Applied Linguistics (2009b). Testing/Assessment. Retrieved February 21,

2009 from http://www.cal.org/topics/ta/sopa_ellopa.html Center for Applied Linguistics (2009c). Past Archive. Retrieved February 21, 2009 from

http://www.cal.org/k12nflrc/ International Association for Continuing Education and Training (2009). Continuing

Education Units. Retrieved February 21, 2009 from http://www.iacet.org/content/ continuing-education-units.html

Mori, R. (2002). The unitization of professional and vocational education: A case of continuing education unit. The Journal of Academic Degrees of National Institution for Academic Degrees, 16, pp.107-121.

STARTALK (2009). About STARTALK. Retrieved February 21, 2009 from http:// startalk.umd.edu/about

The Californian Language Project (2007). Organization and Project Mission. Retrieved February 21, 2009 from http://www.stanford.edu/group/CFLP/org/cflporg.html

U. S. Department of Education (2008). NSLI Frequently Asked Questions. Retrieved February 21, 2009 from http://www.ed.gov/about/inits/ed/competitiveness/nsli/nsli- faq.pdf.

Notes 1 American Association of Teachers of French

2 American Association of Teachers of German

3 American Association of Teachers of Italian

4 American Association of Teachers of Spanish and Portuguese

5 American Classical League

6 American Council of Teachers of Russian

7 Chinese Language Association of Secondary-Elementary Schools

8 National Council of Japanese Language Teaching

9 Association of Teachers of Japanese

10 One International Association for Continuing Education and Training (IACET) Continuing

Education Unit is defined as 10 contact hours of participation in an organized continuing education

experience. CEUs are awarded for university credits obtained outside of regular university

education, continuing education and training programs as a professional. The IACET CEU may be

awarded only by organizations that have been reviewed and approved as authorized providers by

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IACET.

(International Association for Continuing Education and Training, 2009 ; Mori, 2002)

11 NSLI was announced by President Bush in January 2006 to strength the economic competiveness

and the security interests of the Nation. NSLI programs target the critical needs languages such as

Arabic, Chinese, Japanese, Korean, and Russian languages which are not widely taught in the U.S.,

and seeks to expand critical foreign language education (U.S. Department of Education, 2008).

12 The California Foreign Language Project was established in 1989 by mandated of the California

Legislature. It has pursued the goal of challenging language professionals to improve and

expand language programs in California and promote access and equity within educational

institutions for every student. The project sponsors a network of nine regional projects for a total of

eleven sites that are responsible for hosting professional development programs for language

educators. Each of the CFLP sites is staffed by a director who collaborates with a faculty of advisor

from the hosting campus (The Californian Language Project, 2007).

13 In 2007, the NFLC undertook the initial planning phase of a multi-year project entitled

STARTALK. During the summer of 2007, NFLC funded summer programs in Arabic and Chinese

for 400 high school students and professional development opportunities for 400 Arabic and

Chinese teachers. In2008, STARTALK continued to fund summer programs for students and

teachers in Arabic and Chinese, as well as adding programs in Urdu, Hindi, and Persian

(STARTALK, 2009). The objective of the planning phase was to develop a strategic plan for

STARTALK, and to provide specific implementation and evaluation plans for Summer 2007

programs in Chinese and Arabic for 400 high school students, and professional development

opportunities for 400 teachers and/or perspective teachers of these two languages.

14 NCATE , founded in 1954, is a coalition of 33 organizations representing teachers, teacher

educators, content specialists, and local and state policymakers. It is a nonprofit, nongovernmental

organization to help to establish high quality teacher, specialist, and administrator preparation. It

has set a total of 6 standards. As of 2007, NCATE has accredited 632 colleges of education with

nearly 78 more seeking NCATE accreditation (http://www.ncate.org/). ACTFL is also of a member

of NCATE.

15 The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of

state education agencies and national educational organizations dedicated to the reform of the

preparation, licensing, and on-going professional development of teachers created in 1987 as a

project of CCSSO(Council of Chief State School Officers)which was established in 1927. It has set

a total of 10 principles (http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_

Support_Consortium/). *CCSSO is a nonpartisan, nationwide, nonprofit organization of public

officials who head departments of elementary and secondary education in the US

(http://www.ccsso.org.). CCSSO is also a member of NCATE.

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Attachment

Chapter 1

A. Questionnaire on In-service English Teacher Training and Evaluation Ⅰ In-service English teacher training 1. Training systems

Are you providing any in the following nine types of training? If so, please specify whether it is compulsory, optional or for designated individuals only. If not, please make sure whether it is contemplated or not. (1) Training provided periodically beside every-ten-year and license renewal training

as stipulated by MEXT. (2) Regular training held every year at the training center. (3) Training designed in cooperation with universities or graduate schools in your

district. (4) Training of English language skills designed in cooperation with private

educational institutes. (5) On-site training using demonstration lessons and/or class observations at own

school. (6) On-site training using demonstration lessons and/or class observations

undertaken in partnership with schools in your district. (7) Training at the MA course of graduate schools (8) Overseas training for a certain period of time. (9) Online training. 2. Training programs

In this section, English teachers are divided into four competence stages: novice, apprentice, practitioner, and expert or mentor. What stage(s) do you think each training program below is most appropriate for? Please choose one or two out of four stages. (1) Programs on new theories and techniques of English teaching methodology. (2) Workshops on how to enhance the effectiveness of teaching in the classroom. (3) Programs on the effective use of textbooks and other teaching materials.

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(4) Programs on the skills to design and produce learning materials appropriate for their learners.

(5) Programs on teaching methods of four skills of English language. (6) Programs to enhance English communicative ability of teachers. (7) Programs to enhance the effectiveness of tem-teaching with an ALT (assistant

language teacher). (8) Programs on how to foster autonomous learning of English language. (9) Programs on how to foster international understanding. (10) Programs on the counseling skills regarding learning process and independent

learning. (11) Programs on the methods of testing and assessment of learning. (12) Programs on how to make learners more aware of the value and benefit of

English learning. (13) Programs on the effective use of computers and other educational devices. (14) Programs on the guidance for entrance examinations conducted by invited

instructors from cram schools. Ⅱ License renewal training and assessment for English teachers

The following are the items considered important by a majority of English teachers as preconditions for the implementation of TCRS or the design of license renewal training, according to the results of the 2007 national survey. Please indicate whether you consider items below acceptable or unacceptable? (1) License renewal training should include practical elements useful for the

improvement of one’s classroom teaching. (2) Some elements of the training curricula should be optional. (3) Completion of license renewal training should be contingent on regular attendance

of designated seminars, workshops, etc. (4) Many in-service teachers should participate in designing the curriculum of the

license renewal course. (5) A preliminary review system should be set up. If warranted by the results of the

preliminary review, a participant should be allowed to be exempted from taking the entire course or part of the course related to his or her subject area.

(6) The license renewal course should focus on practical teaching knowledge and skills useful in the everyday classroom context.

(7) Demonstration lessons or class observations should be included in the syllabus. (8) The renewal application process and participation in the license renewal course

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should be permitted two years before license expiration. (9) Sessions focusing on practical aspects of teaching should be taught by experienced

teachers. (10) Standards of approval and assessment for license renewal should be based upon

consultations with in-service teachers and should be publicly accessible. (11) Appraisals of teachers of English should be based on diverse criteria, including

English ability, pedagogical competence, record of professional development, and job performance.

(12) Professional competencies or standards for teachers should be specific. (13) Adjustment to the workload should be implemented for those requiring license

renewal-related training and with other professional development needs. Ⅲ Assessment of training for English teachers 1. Assessment of training

If the assessment of PD experiences or training were to be incorporated into a teacher appraisal system, what would be the most feasible way to do it? Please mark the following items as: “possible”, “cannot judge” or “impossible.” (1) By assessing one’s academic track record, including publications, presentations,

mentoring experience and training background numerically. (2) By making use of a portfolio containing a check list of self-assessment, training

record, and reflection. (3) By adopting an action research plan for the improvement of one’s teaching quality. (4) By designing regular demonstration lessons conducted at each school. (5) By designing regular demonstration lessons conducted in partnership with

schools in your district. 2. Individual training

How valuable do you consider the following individual training activities? Please mark as: “very valuable”, “valuable”, “somewhat valuable”; “not so valuable”, “of no value”. (1) Participating in the optional training programs provided by the local training

center(s). (2) Participating in the conferences and/or seminars of academic societies or groups. (3) Making conference presentations and/or publishing in academic journals. (4) Planning and managing activities of an academic society or group as an executive

member.

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(5) Participating in extension programs provided by universities or graduate schools outside of working hours.

(6) Attending regular courses as an auditor at universities or graduate schools outside of working hours.

(7) Attending English classes at a private institute outside of working hours to improve one’s English ability.

(8) Getting a high score on an English proficiency test(s) such as STEP, TOEIC, or TOEFL.

(9) Participating in demonstration lessons and/or workshops on teaching materials held at one’s school.

(10) Having one’s classes open for observation at all time and always trying to improve one’s way of teaching by accepting criticism or comments from colleagues or supervisors.

(11) Conducting action research individually or in cooperation with one’s colleague(s). (12) Having overseas PD experiences or opportunities during vacation. (13) Taking a correspondence course of a university or a graduate school overseas. (14) Taking part in the activities to study, develop, and compile textbooks and

supplementary materials. Ⅳ Competence stages of English teachers

Here is a can-do list for English teachers. On condition that English teachers are divided into four competence stages – novice, apprentice, practitioner, and expert or mentor –, what stage do you think each descriptor is most appropriate for? (1) I can understand the requirements set in the Course of Study. (2) I can conduct lessons and various activities taking account of yearly and

term-by-term aims. (3) I can make use of my PD experiences, accept feedback from my peers, and build

them into my teaching. (4) I can modify my teaching based on feedback from the learners. (5) I can identify the problems of learners and of my way of teaching, and conduct

action research. (6) I can observe my peers and offer them constructive feedback. (7) I can design and provide a range of listening activities appropriate to the needs and

interests of the learners. (8) I can design and provide activities based on listening strategies. (9) I can use English in giving classroom instructions

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(10) I can demonstrate how to carry out tasks which require interaction. (11) I can ask appropriate questions in English following the development of

paragraphs. (12) I can promote learner activation of their background knowledge of a lesson topic

by using English (13) I can ask questions which help learners infer the meanings of difficult and/or

unfamiliar words from the context. (14) I can foster learners’ sociolinguistic English usage in writing. (15) I can help learners exchange information in English by writing letters and/or

using the Internet. (16) I can assess myself and improve my teaching. (17) I can evaluate and select valid assessment procedures appropriate to learning

aims and objectives, and provide feedback for further improvement. . (18) I passed STEP pre-1st or 1st grade, or received a score of 730 or 550, on TOEIC or

TOEFL (PBT), respectively. (19) I can understand and make full use of the basic 2000 English words used in the

vocabulary definition section of Longman dictionaries. (20) I can conduct a lesson including communicative activities by using English

without the help of an ALT. (21) I can play my role in pair teaching with an ALT and control the class. (22) I can promote and facilitate independent learning.

B. Survey Results

Ⅰ In-service English teacher training 1. Training systems (1) Training provided periodically beside every-ten-year and license renewal training as stipulated by MEXT.

# %

Not providing 15 46.9For designated individuals only 1 3.1Optional 2 6.3Compulsory 14 43.8Total 32 100

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(2)Regular training held every year at the training center. # % Not providing 4 12.5For designated individuals only 2 6.3Optional 25 78.1Compulsory 1 3.1Total 32 100

(3) Training designed in cooperation with universities or graduate schools in your district.

# %

Not providing 19 59.4planning 1 3.1Optional 12 37.5Total 32 100

(4) Training of English language skills designed in cooperation with private educational institutes.

# %

Unknown 1 3.1Not providing 25 78.1Optional 6 18.8Total 32 100

(5) On-site training using demonstration lessons and/or class observations at own school.

# %

Not providing 4 12.5For designated individuals only 2 6.3Optional 23 71.9Compulsory 3 9.4Total 32 100

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(6) On-site training using demonstration lessons and/or class observations undertaken in partnership with schools in your district.

# %

Not providing 5 15.6planning 3 9.4For designated individuals only 6 18.8Optional 15 46.9Compulsory 3 9.4Total 32 100

(7) Training at the MA course of graduate schools. # % Unknown 1 3.1Not providing 14 43.8For designated individuals only 7 21.9Optional 10 31.3Total 32 100

(8) Overseas training for a certain period of time. # % Not providing 15 46.9For designated individuals only 13 40.6Optional 4 12.5Total 32 100(9) Online training. # % Unknown 1 3.1Not providing 22 68.8planning 1 3.1For designated individuals only 1 3.1Optional 7 21.9Total 32 100

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2.Training programs (1) Programs on new theories and techniques of English teaching

methodology. # %

Unknown 1 3.1Novice 3 9.4Practitoner 5 15.6Novice/Apprentice 11 34.4Apprentice/Practitoner 4 12.5Practitoner/Expert or Mentor 6 18.8All stages 2 6.3Total 32 100 (2) Workshops on how to enhance the effectiveness of teaching in

the classroom. # %

Unknown 1 3.1Novice 3 9.4Apprentice 1 3.1Practitoner 1 3.1Novice/Apprentice 20 62.5Apprentice/Practitoner 3 9.4Practitoner/Expert or Mentor 1 3.1Novice/Practitoner 1 3.1All stages 1 3.1Total 32 100 (3) Programs on the effective use of textbooks and other teaching

materials. # %

Unknown 1 3.1Novice 6 18.8Apprentice 1 3.1Novice/Apprentice 22 68.8Apprentice/Practitoner 1 3.1All stages 1 3.1Total 32 100

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(4) Programs on the skills to design and produce learning materials appropriate for their learners.

# %

Unknown 1 3.1Novice 1 3.1Apprentice 2 6.3Practitoner 2 6.3Expert or Mentor 1 3.1Novice/Apprentice 9 28.1Apprentice/Practitoner 11 34.4Practitoner/Expert or Mentor 3 9.4All stages 1 3.1Apprentice/Expert or Mentor 1 3.1Total 32 100(5) Programs on teaching methods of four skills of English language.

# %

Unknown 1 3.1Novice 5 15.6Practitoner 1 3.1Novice/Apprentice 18 56.3Apprentice/Practitoner 3 9.4Practitoner/Expert or Mentor 2 6.3Novice/Practitoner 1 3.1All stages 1 3.1Total 32 100(6) Programs to enhance English communicative ability of teachers. # % Unknown 1 3.1Novice 1 3.1Apprentice 2 6.3Practitoner 1 3.1Novice/Apprentice 13 40.6Apprentice/Practitoner 8 25Practitoner/Expert or Mentor 2 6.3Novice/Practitoner 2 6.3All stages 2 6.3Total 32 100

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(7) Programs to enhance the effectiveness of tem-teaching with an ALT (assistant language teacher).

# %

Unknown 1 3.1Novice 2 6.3Apprentice 2 6.3Novice/Apprentice 16 50Apprentice/Practitoner 8 25Novice/Practitoner 3 9.4Total 32 100 (8) Programs on how to foster autonomous learning of English language.

# %

Unknown 1 3.1Novice 2 6.3Apprentice 3 9.4Expert or Mentor 1 3.1Novice/Apprentice 7 21.9Apprentice/Practitoner 10 31.3Practitoner/Expert or Mentor 5 15.6Novice/Practitoner 2 6.3All stages 1 3.1Total 32 100 (9) Programs on how to foster international understanding. # % Unknown 1 3.1Novice 1 3.1Apprentice 2 6.3Practitoner 3 9.4Novice/Apprentice 6 18.8Apprentice/Practitoner 14 43.8Practitoner/Expert or Mentor 2 6.3Novice/Practitoner 1 3.1All stages 1 3.1Apprentice/Expert or Mentor 1 3.1Total 32 100

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(10) Programs on the counseling skills regarding learning process and independent learning.

# %

Unknown 2 6.3Novice 1 3.1Apprentice 2 6.3Practitoner 1 3.1Expert or Mentor 1 3.1Novice/Apprentice 6 18.8Apprentice/Practitoner 7 21.9Practitoner/Expert or Mentor 11 34.4All stages 1 3.1Total 32 100(11) Programs on the methods of testing and assessment of learning.

# %

Unknown 1 3.1Novice 1 3.1Practitoner 3 9.4Novice/Apprentice 6 18.8Apprentice/Practitoner 12 37.5Practitoner/Expert or Mentor 6 18.8Novice/Practitoner 2 6.3All stages 1 3.1Total 32 100(12) Programs on how to make learners more aware of the value and benefit of English learning.

# %

Unknown 1 3.1Novice 4 12.5Apprentice 1 3.1Practitoner 1 3.1Novice/Apprentice 15 46.9Apprentice/Practitoner 6 18.8Practitoner/Expert or Mentor 1 3.1Novice/Practitoner 2 6.3All stages 1 3.1Total 32 100

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(13) Programs on the effective use of computers and other educational devices.

# %

Unknown 2 6.3Novice 2 6.3Apprentice 2 6.3Practitoner 1 3.1Novice/Apprentice 8 25Apprentice/Practitoner 12 37.5Practitoner/Expert or Mentor 2 6.3Novice/Practitoner 1 3.1All stages 2 6.3Total 32 100(14) Programs on the guidance for entrance examinations conducted by invited instructors from cram schools.

# %

Unknown 6 18.8Novice 2 6.3Apprentice 1 3.1Practitoner 4 12.5Novice/Apprentice 4 12.5Apprentice/Practitoner 9 28.1Practitoner/Expert or Mentor 5 15.6All stages 1 3.1Total 32 100Ⅱ License renewal training and assessment for English teachers (1) License renewal training should include practical elements useful for the improvement of one’s classroom teaching.

# %

Unknown 2 6.3Unacceptable 3 9.4Acceptable 27 84.4Total 32 100(2) Some elements of the training curricula should be optional. # % Unknown 2 6.3Unacceptable 6 18.8Acceptable 24 75Total 32 100

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(3) Completion of license renewal training should be contingent on regular attendance of designated seminars, workshops, etc.

# %

Unknown 2 6.3Unacceptable 14 43.8Acceptable 16 50Total 32 100(4) Many in-service teachers should participate in designing the curriculum of the license renewal course.

# %

Unknown 2 6.3Unacceptable 7 21.9Acceptable 23 71.9Total 32 100

(5) A preliminary review system should be set up. If warranted by the results of the preliminary review, a participant should be allowed to be exempted from taking the entire course or part of the course related to his or her subject area.

# %

Unknown 3 9.4Unacceptable 4 12.5Acceptable 25 78.1Total 32 100 (6) The license renewal course should focus on practical teaching knowledge and skills useful in the everyday classroom context.

# %

Unknown 2 6.3Unacceptable 5 15.6Acceptable 25 78.1Total 32 100 (7) Demonstration lessons or class observations should be included in the syllabus.

# %

Unknown 2 6.3Unacceptable 4 12.5Acceptable 26 81.3Total 32 100

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(8) The renewal application process and participation in the license renewal course should be permitted two years before license expiration.

# %

Unknown 2 6.3Unacceptable 5 15.6Acceptable 25 78.1Total 32 100(9) Sessions focusing on practical aspects of teaching should be taught by experienced teachers.

# %

Unknown 3 9.4Unacceptable 9 28.1Acceptable 20 62.5Total 32 100 (10) Standards of approval and assessment for license renewal should be based upon consultations with in-service teachers and should be publicly accessibl

# %

Unknown 2 6.3Unacceptable 2 6.3Acceptable 28 87.5Total 32 100(11) Appraisals of teachers of English should be based on diverse criteria, including English ability, pedagogical competence, record of professional development, and job performance.

# %

Unknown 2 6.3Unacceptable 3 9.4Acceptable 27 84.4Total 32 100 (12) Professional competencies or standards for teachers should be specific.

# %

Unknown 2 6.3Unacceptable 4 12.5Acceptable 26 81.3Total 32 100

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(13) Adjustment to the workload should be implemented for those requiring license renewal-related training and with other professional development needs.

# %

Unknown 2 6.3Unacceptable 11 34.4Acceptable 19 59.4Total 32 100

Ⅲ Assessment of training for English teachers

1. Assessment of training

(1) By assessing one’s academic track record, including publications, presentations, mentoring experience and training background numerically.

# %

Unknown 1 3.1Impossible 3 9.4I cannot judge this evaluation 13 40.6Possible 15 46.9Total 32 100 (2) By making use of a portfolio containing a check list of self-assessment, training record, and reflection.

# %

Unknown 1 3.1Impossible 2 6.3I cannot judge this evaluation 7 21.9Possible 22 68.8Total 32 100 (3) By adopting an action research plan for the improvement of

one’s teaching quality. # %

Unknown 1 3.1Impossible 1 3.1I cannot judge this evaluation 9 28.1Possible 21 65.6Total 32 100

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(4) By designing regular demonstration lessons conducted at each school.

# %

Unknown 1 3.1I cannot judge this evaluation 3 9.4Possible 28 87.5Total 32 100 (5) By designing regular demonstration lessons conducted in

partnership with schools in your district. # %

Unknown 1 3.1Impossible 5 15.6I cannot judge this evaluation 11 34.4Possible 15 46.9Total 32 100 2. Individual training

(1) Participating in the optional training programs provided by the local training center(s).

# %

Unknown 1 3.1Not very valuable 1 3.1Somewhat valuable 9 28.1Valuable 12 37.5Very valuable 9 28.1Total 32 100 (2) Participating in the conferences and/or seminars of academic

societies or groups # %

Unknown 1 3.1Of no valuable 1 3.1Not very valuable 1 3.1Somewhat valuable 10 31.3Valuable 13 40.6Very valuable 6 18.8Total 32 100

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(3) Making conference presentations and/or publishing in academic journal

# %

Unknown 2 6.3Not very valuable 1 3.1Somewhat valuable 5 15.6Valuable 11 34.4Very valuable 13 40.6Total 32 100 (4) Planning and managing activities of an academic society or

group as an executive member. # %

Unknown 2 6.3Not very valuable 4 12.5Somewhat valuable 9 28.1Valuable 14 43.8Very valuable 3 9.4Total 32 100 (5) Participating in extension programs provided by universities

or graduate schools outside of working hours. # %

Unknown 2 6.3Not very valuable 2 6.3Somewhat valuable 11 34.4Valuable 11 34.4Very valuable 6 18.8Total 32 100 (6) Attending regular courses as an auditor at universities or

graduate schools outside of working hours. # %

Unknown 1 3.1Not very valuable 2 6.3Somewhat valuable 12 37.5Valuable 10 31.3Very valuable 7 21.9Total 32 100

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(7) Attending English classes at a private institute outside of working hours to improve one’s English ability.

# %

Unknown 1 3.1Not very valuable 4 12.5Somewhat valuable 11 34.4Valuable 10 31.3Very valuable 6 18.8Total 32 100 (8) Getting a high score on an English proficiency test(s) such as

STEP, TOEIC, or TOEFL. # %

Unknown 1 3.1Not very valuable 2 6.3Somewhat valuable 3 9.4Valuable 18 56.3Very valuable 8 25Total 32 100 (9) Participating in demonstration lessons and/or workshops on

teaching materials held at one’s school. # %

Unknown 1 3.1Somewhat valuable 5 15.6Valuable 16 50Very valuable 10 31.3Total 32 100

(10) Having one’s classes open for observation at all time and always trying to improve one’s way of teaching by accepting criticism or comments from colleagues or supervisors.

# %

Unknown 1 3.1Somewhat valuable 3 9.4Valuable 8 25Very valuable 20 62.5Total 32 100

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(11) Conducting action research individually or in cooperation with one’s colleague(s).

# %

Unknown 2 6.3Not very valuable 1 3.1Somewhat valuable 2 6.3Valuable 10 31.3Very valuable 17 53.1Total 32 100 (12) Having overseas PD experiences or opportunities during

vacation. # %

Unknown 1 3.1Of no valuable 1 3.1Not very valuable 5 15.6Somewhat valuable 12 37.5Valuable 6 18.8Very valuable 7 21.9Total 32 100 (13) Taking a correspondence course of a university or a graduate

school overseas. # %

Unknown 1 3.1Not very valuable 4 12.5Somewhat valuable 12 37.5Valuable 8 25Very valuable 7 21.9Total 32 100 (14) Taking part in the activities to study, develop, and compile

textbooks and supplementary materials. # %

Unknown 1 3.1Somewhat valuable 9 28.1Valuable 16 50Very valuable 6 18.8Total 32 100

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Ⅳ Competence stages of English teachers (1) I can understand the requirements set in the Course of Study. # % Unknown 1 3.1Novice 19 59.4Apprentice 6 18.8Practitioner 3 9.4Expert or Mentor 2 6.3All stages 1 3.1Total 32 100(2) I can conduct lessons and various activities taking account of yearly and term-by-term aims.

# %

Unknown 1 3.1Novice 8 25Apprentice 10 31.3Practitioner 11 34.4Expert or Mentor 1 3.1All stages 1 3.1Total 32 100 (3) I can make use of my PD experiences, accept feedback from my peers, and build them into my teaching.

# %

Unknown 1 3.1Novice 15 46.9Apprentice 11 34.4Practitioner 4 12.5All stages 1 3.1Total 32 100 (4) I can modify my teaching based on feedback from the learners. # % Unknown 1 3.1Novice 11 34.4Apprentice 13 40.6Practitioner 6 18.8All stages 1 3.1Total 32 100

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(5) I can identify the problems of learners and of my way of teaching, and conduct action research.

# %

Unknown 1 3.1Novice 3 9.4Apprentice 9 28.1Practitioner 17 53.1Expert or Mentor 1 3.1All stages 1 3.1Total 32 100

(6) I can observe my peers and offer them constructive feedback. # % Unknown 1 3.1Novice 5 15.6Apprentice 11 34.4Practitioner 12 37.5Expert or Mentor 2 6.3All stages 1 3.1Total 32 100(7) I can design and provide a range of listening activities

appropriate to the needs and interests of the learners. # %

Unknown 2 6.3Novice 9 28.1Apprentice 13 40.6Practitioner 7 21.9All stages 1 3.1Total 32 100(8) I can design and provide activities based on listening

strategies. # %

Unknown 1 3.1Novice 1 3.1Apprentice 16 50Practitioner 12 37.5Expert or Mentor 1 3.1All stages 1 3.1Total 32 100

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(9) I can use English in giving classroom instructions. # % Unknown 1 3.1Novice 24 75Apprentice 5 15.6Practitioner 1 3.1All stages 1 3.1Total 32 100(10) I can demonstrate how to carry out tasks which require

interaction. # %

Unknown 1 3.1Novice 2 6.3Apprentice 14 43.8Practitioner 10 31.3Expert or Mentor 4 12.5All stages 1 3.1Total 32 100(11) I can ask appropriate questions in English following the

development of paragraphs. # %

Unknown 1 3.1Novice 9 28.1Apprentice 17 53.1Practitioner 3 9.4Expert or Mentor 1 3.1All stages 1 3.1Total 32 100 (12) I can promote learner activation of their background

knowledge of a lesson topic by using English. # %

Unknown 2 6.3Novice 5 15.6Apprentice 9 28.1Practitioner 14 43.8Expert or Mentor 1 3.1All stages 1 3.1Total 32 100

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(13) I can ask questions which help learners infer the meanings of difficult and/or unfamiliar words from the context.

# %

Unknown 1 3.1Novice 3 9.4Apprentice 12 37.5Practitioner 13 40.6Expert or Mentor 2 6.3All stages 1 3.1Total 32 100 (14) I can foster learners’ sociolinguistic English usage in writing. # % Unknown 1 3.1Novice 5 15.6Apprentice 14 43.8Practitioner 9 28.1Expert or Mentor 2 6.3All stages 1 3.1Total 32 100

(15) I can help learners exchange information in English by

writing letters and/or using the Internet. # %

Unknown 1 3.1Novice 13 40.6Apprentice 9 28.1Practitioner 8 25All stages 1 3.1Total 32 100(16) I can assess myself and improve my teaching. # % Unknown 1 3.1Novice 5 15.6Apprentice 15 46.9Practitioner 9 28.1Expert or Mentor 1 3.1All stages 1 3.1Total 32 100

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(17) I can evaluate and select valid assessment procedures appropriate to learning aims and objectives, and provide feedback for further improvement.

# %

Unknown 1 3.1Novice 4 12.5Apprentice 12 37.5Practitioner 14 43.8All stages 1 3.1Total 32 100(18) I passed STEP pre-1st or 1st grade, or received a score of 730

or 550, on TOEIC or TOEFL (PBT), respectively. # %

Unknown 1 3.1Novice 13 40.6Apprentice 6 18.8Practitioner 9 28.1Expert or Mentor 2 6.3All stages 1 3.1Total 32 100(19) I can understand and make full use of the basic 2000 English words used in the vocabulary definition section of Longman dictionaries.

# %

Unknown 1 3.1Novice 17 53.1Apprentice 11 34.4Practitioner 1 3.1Expert or Mentor 1 3.1All stages 1 3.1Total 32 100(20) I can conduct a lesson including communicative activities by

using English without the help of an ALT. # %

Unknown 1 3.1Novice 9 28.1Apprentice 15 46.9Practitioner 6 18.8All stages 1 3.1Total 32 100

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(21) I can play my role in pair teaching with an ALT and control the class.

# %

Unknown 1 3.1Novice 4 12.5Apprentice 17 53.1Practitioner 9 28.1All stages 1 3.1Total 32 100

(22) I can promote and facilitate independent learning. # %

Unknown 1 3.1Novice 3 9.4Apprentice 9 28.1Practitioner 15 46.9Expert or Mentor 3 9.4All stages 1 3.1Total 32 100

C. Analyses 2.2 Regarding training programs (1) Components of the factor analysis for the first choice

1 2 3 4 5

(7-1) Programs to enhance the effectiveness of

tem-teaching with an ALT (assistant language

teacher).

0.882 0.116 0.146 -0.018 -0.053

(6-1) Programs to enhance English communicative

ability of teachers. 0.627 0.211 0.133 0.118 -0.169

(3-1) Programs on the effective use of textbooks

and other teaching materials. 0.400 -0.119 0.005 -0.117 0.244

(4-1) Programs on the skills to design and produce

learning materials appropriate for their learners. 0.061 0.889 0.077 -0.145 0.306

(14-1) Programs on the guidance for entrance

examinations conducted by invited instructors

from cram schools.

0.037 0.687 -0.187 0.191 -0.191

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(8-1) Programs on how to foster autonomous

learning of English language. 0.475 0.492 0.226 0.142 0.147

(1-1) Programs on new theories and techniques of

English teaching methodology. 0.177 0.353 -0.237 0.241 0.096

(12-1) Programs on how to make learners more aware of

the value and benefit of English learning. 0.384 -0.077 0.802 0.027 -0.128

(2-1) Workshops on how to enhance the

effectiveness of teaching in the classroom. 0.166 -0.057 0.721 0.066 0.313

(9-1) Programs on how to foster international

understanding. -0.031 0.017 0.662 0.188 -0.199

(13-1) Programs on the effective use of computers

and other educational devices. -0.010 -0.052 0.081 0.746 -0.309

(11-1) Programs on the methods of testing and

assessment of learning. 0.362 0.307 0.244 0.608 0.359

(10-1) Programs on the counseling skills regarding

learning process and independent learning. -0.345 0.379 0.317 0.555 0.035

(5-1) Programs on teaching methods of four skills

of English language. -0.046 0.100 -0.060 -0.070 0.613

Principal Factor Method with Varimax Rotation

(2) Components of the factor analysis for the second choice

1 2 3 4

(10-2) Programs on the counseling skills regarding

learning process and independent learning. 0.855 0.120 -0.055 -0.015

(13-2) Programs on the effective use of computers and

other educational devices. 0.819 0.145 -0.075 0.117

(14-2) Programs on the guidance for entrance

examinations conducted by invited instructors from cram

schools.

0.690 0.167 -0.034 0.214

(1-2) Programs on new theories and techniques of English

teaching methodology. 0.604 -0.216 0.546 0.160

(2-2) Workshops on how to enhance the effectiveness of

teaching in the classroom. 0.240 0.853 0.191 -0.133

(12-2) Programs on how to make learners more aware of

the value and benefit of English learning. 0.008 0.780 0.119 0.127

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(9-2) Programs on how to foster international

understanding. 0.495 0.621 -0.063 -0.051

(7-2) Programs to enhance the effectiveness of

tem-teaching with an ALT (assistant language teacher). -0.020 0.617 0.037 0.589

(3-2) Programs on the effective use of textbooks and other

teaching materials. -0.258 0.149 0.869 0.102

(5-2) Programs on teaching methods of four skills of

English language. -0.047 -0.039 0.849 0.013

(4-2) Programs on the skills to design and produce

learning materials appropriate for their learners. 0.115 0.268 0.761 -0.065

(11-2) Programs on the methods of testing and assessment

of learning. 0.038 0.079 -0.062 0.747

(8-2) Programs on how to foster autonomous learning of

English language. 0.301 -0.202 0.180 0.738

(6-2) Programs to enhance English communicative ability

of teachers. 0.120 0.543 0.016 0.556

Principal Component Analysis with Varimax Rotation

4. Competence Stages of English teachers (1) Results of Factor Analysis with Promax Rotation Items Factors 1 2 3 4 5

(9) I can use English in classroom instructions. .691 -.033 .149 .052 .200

(8) I can design and provide activities based on listening

strategies. .685 .318 .188 .236 .013

(11) I can ask appropriate questions in English

following the development of paragraphs. .664 .098 .372 .102 .241

(7) I can design and provide a range of listening activities

appropriate to the needs and interests of the learners. .587 .231 .342 .045 -.137

(6) I can observe my peers and offer them constructive

feedback. .511 .188 .177 .089 .305

(17) I can evaluate learners’ performance in a

professional way and provide feedback for further

improvement.

.153 .724 .154 -.026 .101

(22) I can promote and facilitate independent learning. -.054 .716 .306 .382 .140

(21) I can play my role in team teaching with an ALT

and control the class. .116 .698 .233 -.235 .077

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(5) I can identify the problems of learners and of my

way of teaching, and conduct action research to find the

solutions.

.452 .623 .095 .112 .405

(12) I can help learners infer the content or ideas for

today’s lessons from their background knowledge of a

lesson topic by using English.

.288 .386 .229 .371 -.364

(10) I can demonstrate how to carry out tasks which

require interaction. .328 .373 -.002 .134 -.008

(20) I can conduct a lesson including communicative

activities by using English without the help of an ALT. .193 .146 .712 .033 .186

(13) I can ask questions which help learners infer the

meanings of difficult and/or unfamiliar words from the

context.

.358 .408 .621 .127 -.186

(14) I can teach writing by keeping appropriateness in

English functions and situations. .337 .272 .610 .224 -.114

(15) I can help learners exchange information in

English by writing letters and/or using the Internet. .169 .194 .606 .136 -.017

(19) I can understand and make full use of the basic

2000 English words used in the vocabulary definition in

dictionaries.

.293 -.109 .538 .395 .286

(1) I can understand the requirements set in the Course

of Study. .252 -.086 .035 .878 .097

(18) I passed STEP pre-1st or 1st grade, or received a

score of 730 or 550, on TOEIC or TOEFL (PBT),

respectively.

-.008 .075 .129 .673 .046

(16) I can assess my teaching and improve it. -.017 .428 .458 .489 .335

(2) I can conduct lessons and various activities taking

account of yearly and term-by-term aims. .375 .071 .291 .467 .037

(4) I can modify my teaching based on feedback from

the learners. .182 .229 -.037 .031 .820

(3) I can make use of my PD experiences, accept

feedback from my peers, and build them into my

teaching.

.202 .066 .177 .418 .594

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(2) Comparison between appropriate stages and responses Notes: The highlighted columns are items selected as appropriate descriptors with over 40%

agreement. N = novices, A = apprentices, P = practitioners, M = mentors or experts

Items 1 2 3 4 5 6 7 8 9 10 11

Stages N A N A M P A P N A P

# of respondents 19 10 15 13 1 12 13 12 24 14 3

% 63 37 50 43 3 40 43 40 80 47 10

Novices (N) 19 8 15 11 3 5 9 1 24 2 9

% 63 27 50 37 10 17 30 3 80 7 30

Apprentices (A) 6 10 11 13 9 11 13 16 5 14 17

% 20 33 37 43 30 37 43 53 17 47 57

Practitioners (P) 3 11 4 6 17 12 7 12 1 10 3

% 10 37 13 20 57 40 23 40 3 33 10

Mentors (M) 2 1 0 0 1 2 0 1 0 4 1

% 7 3 0 0 3 7 0 3 0 13 3

Total number 30 30 30 30 30 30 30 30 30 30 30

Total % 100 100 100 100 100 100 100 100 100 100 100

Items 12 13 14 15 16 17 18 19 20 21 22

Stages P M M N A A A A P A P

# of respondents 14 2 2 13 15 12 6 11 6 17 15

% 47 7 7 43 50 40 20 37 20 57 50

Novices (N) 5 3 5 13 5 4 13 17 9 4 3

% 17 10 17 43 17 13 43 57 30 13 10

Apprentices (A) 9 12 14 9 15 12 6 11 15 17 9

% 30 40 47 30 50 40 20 37 50 57 30

Practitioners (P) 14 13 9 8 9 14 9 1 6 9 15

% 47 43 30 27 30 47 30 3 20 30 50

Mentors (M) 1 2 2 0 1 0 2 1 0 0 3

% 3 7 7 0 3 0 7 3 0 0 10

Total number 30 30 30 30 30 30 30 30 30 30 30

Total % 100 100 100 100 100 100 100 100 100 100 100

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Chapter 2

A. Questionnaire on Initial Teacher Education I. About the English Teaching Methodology (TESOL) Courses 1. Number of students in each of the courses offered Course Title Availability Number of

Classes

Offered

Credits per

Course

Number of Registered

Students

Requirement

Status

e.g.:TESOL I ○Ye s・No 3 classes 2 credits 20 + 25 + 30 = total 75 re○qu ired ・

elective

TESOL I Yes・No classes credits required ・ elective

TESOL II Yes・No classes credits required ・ elective

TESOL III Yes・No classes credits required ・ elective

TESOL IV Yes・No classes credits required ・ elective

Others: Yes・No classes credits required ・ elective

2. Please circle the teaching style you follow most closely. ① Lecture only ② Seminar style ③ Lecture + seminar style ④ Other:

3. Do you require the students to write a lesson plan? [Yes・No] 4. Do you have your students do microteaching? [Yes・No] 5. Those who answered [Yes] in 4 above:

Please describe the “microteaching” you have your students do (how long, how often, video-recording, etc.)

6. Those who answered [No] in 4 above: Please write down the reasons for not having your students do “microteaching”.

7. Do you video-record the students’ microteaching? [Yes・No] 8. Those who answered [Yes] in 7 above: How do you use the recordings?

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9. Those who answered [No] in 7 above: Please write down the reasons for not video- recording.

10. Please circle the content area(s) you emphasize in your class. ① theories of language acquisition ② individual differences of students ③ professionalism of teachers ④ instruction of the four skills ⑤ writing teaching materials ⑥ testing and evaluation ⑦ using educational equipment ⑧ history of language teaching & learning ⑨ early English education ⑩ theories of leaning objectives ⑪ the course of study for foreign languages ⑫ Other:

11. How long is the teaching practicum? Junior high school ( weeks) High school: ( weeks)

II. About the Overall Initial Teacher Education Curriculum 12. Required number of credits on English related subjects : [ credits] 13. Required number of credits on ITE related subjects: [ credits] 14. Does your program offer courses that specifically develop communicative abilities

in English? [Yes・No] 15. Does your program have an English proficiency prerequisite for the following

subjects? (e.g., TOEIC 700, Step Level 2) A. TESOL [Yes・No] B. ( ) C. Teaching Practicum [Yes・No] D. ( )

16. Does your program offer special courses for teaching English at the elementary school level? [Yes・No]

III. Other 17. Does your program have collaborative partnerships with local or affiliated schools?

[Yes・No] IV. Personal Information 18. Your affiliation [A. private , B. public] 19. Teaching experience at the secondary level [A. Yes , B. No] 20. Number of years teaching TESOL classes [ years]

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Please provide your coordinates, if you wish to receive the survey results. Name: Affiliation: Would you be willing to take part in a follow-up study? [Yes・No]

B. Survey Results

1.Comparison of 1998 Survey Results and 2008 Survey Results 1.1 About the Methodology Course Instructors Table 1: Teaching Experience in the Secondary Schools Teaching Experience 1998 2008

YES 83.1% 73% NO 15.5% 18%

No Answer 1.4% 9% Table 2: Length of Teaching the Course and Teaching Experience in the Secondary Schools (2008)

With Teaching Experience

Without Teaching Experience

No Answer

Under 5 years 30.7% 6.0% 0.0% 5-10 years 21.7% 5.0% 3.0%

11-15 years 8.9% 1.0% 3.0% 16-20 years 3.9% 1.0% 1.0% 21-25 years 0.0% 2.0% 0.0%

Over 26 years 3.9% 0.0% 0.0% No Answer 3.9% 3.0% 2.0%

Total 73.0% 18.0% 9.0% 1.2 About the English Teaching Methodology Course (1) Number of Registered Students Table 3:

Average 1998 2008 Under 10 Ss 3.4% 26.8%

11~20 Ss 22.3% 31.6%

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21~30 Ss 16.9% 14.2% 31~40 Ss 20.9% 12.6% 41~50 Ss 14.2% 5.8%

51~80 Ss: 14.9% 51~60Ss: 4.7%

Over 81 Ss: 6.8% Over 61 Ss: 1.1% No Answer 0.7% 3.2%

(2) The Format of the Course Table 4:

Course Format 1998 2008 Lecture Only 12.1% 6.0% Seminar-style 17.6% 9.0%

Reading English Text 2.0% --* Lecture + Seminar 16.9% 74.0%

Lecture + Microteaching 15.5% -- Others 35.8% 9.0%

No Answer 0.0% 2.0% * -- indicates that the item was not included in the 2008 survey (3) The Focus of the Course Table 4:

The Focus of the Course 1998 2008 instruction of the four skills 86.5% 82.2%

history of methodology 41.9% 49.5% theories of language acquisition (0.6%) 42.6%

writing teaching materials 44.6% 39.6% the course of study for foreign languages -- 36.6%

individual differences of students 37.8% 34.7% professionalism of teachers 32.4% 32.7%

testing and evaluation 17.6% 18.8% objectives 36.5% 17.8%

FLES -- 15.8% educational tools & equipment 6.8% 8.9%

Others 25.1% 15.8%

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(4) Writing Lesson Plans Table 5:

Writing Lesson Plans 1998 2008 YES 86.5%* 96.0% NO ? 3.0%

No Answer ? 1.0% 2.About Microteaching Table 6:

Microteaching 1998 2008 YES (26.3%)* 92.0% NO ? 6.0%

No Answer ? 2.0% 3.Video-taping of Microteaching

Yes No No Answer Video-taping of Microteaching 40% 53% 7% 4.Overall ITE curriculum 4.1 Courses that develop communicative abilities in English Yes No No Answer Courses that develop communicative abilities in English

50% 40% 10%

4.2 English proficiency prerequisites (1) Prerequisites for a teaching methodology course Yes No No Answer Prerequisites for a method course 12% 82% 6% (2) Prerequisites for practice teaching Yes No No Answer Prerequisites for practice teaching 19% 75% 6%

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4.3 Special courses for teaching English at the elementary school level

Yes No No Answer Courses for teaching English at elementary schools 38% 56% 6% 4.4 Collaborative partnerships of schools and ITE providers Yes No No Answer Partnerships between schools and ITE providers 63% 32% 5%

Chapter 4 The following summaries are made from the documents related to accreditation and responsibilities of ITT providers.

Entities wishing to be an ITT providers should meet the secretary of state’s accreditation

criteria established by the TDA.

1 Potential new providers should submit the outline and full proposals that address each of

the assessment criteria.

・Rationale, aims and objectives

・Partnership with schools

・Accommodation, facilities and resources

・Recruitment of trainees

・Structure and content of the training

・Assessment of trainees

・Quality assurance of the training programme

・Management and staffing

・Financial administration

The TDA has a statutory function to accredit and fund providers of ITT who can demonstrate

that they will satisfy the Secretary of State’s criteria for ITT. The TDA uses information about the

quality and efficiency of provision, obtained from the Office for Standards in Education (Ofsted).

The TDA also works with providers to improve the quality of all routes into teaching, particularly

by supporting the preparation of improvement plans.

ITT providers can get help from provider link advisers (PLAs) who work with ITT providers

on the areas of recruitment, funding and development. Currently (in 2008) twelve PLAs are in

post nationally, with their names and e-mail addresses listed on the TDA web page.

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Provider link advisers:

・support providers’ effort to recruit and train sufficient teachers with focus on priority subjects,

phases and diversity.

・support providers who are experiencing difficulties in securing trainee placements in schools.

・work with providers and local stakeholders within a region to develop strategies to ensure more

schools provide ITT placements and opportunities for career exploration.

・gather regional intelligence to inform policy development.

・disseminate key messages from the TDA and examples of good practice.

2 ITT requirements

All ITT providers must ensure all of the following:

(1) Entry requirement

・That all entrants have achieved a standard equivalent to a grade C in the GCSE examination in

English and mathematics, and that all who intend to train to teach pupils aged 3-11 additionally

have achieved a standard equivalent to a grade C in the GCSE examination in a science subject.

・That, in the case of graduate QTS courses of initial teacher training, all entrants hold a first degree

of a United Kingdom higher education institution or equivalent qualification1.

・That all entrants have been subject to a Criminal Records Bureau enhanced disclosure check

and/or any other appropriate background check.

・That all entrants as part of the provider’s selection procedure, have taken part in an interview

designed to assess their suitability to teach.

・That all entrants:

a. have the intellectual and academic capabilities needed to meet the required QTS Standards;

b. possess the appropriate qualities, attitudes and values expected of a teacher;

c. can read effectively and are able to communicate clearly and accurately in Standard English;

d. have met the Secretary of State’s requirements for physical and mental fitness to teach.

(2) Training requirements

All ITT providers must ensure all of the following:

・That the content, structure, delivery and assessment of training are designed to enable trainee

teachers to demonstrate that they have met all of the QTS Standards.

・That provision is of at least satisfactory quality.

・That they provide a range of suitable training resources to enable trainee teachers to demonstrate

that they have met all of the QTS Standards.

・That their training provision takes account of trainees’ individual training needs.

・That their training provision ensures equality of access to training for all trainees.

・That all those who are recommended for QTS are informed about the statutory arrangements for

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the induction of newly qualified teachers, and have been supported in preparing for these.

・That they prepare all trainee teachers to teach across two or more consecutive age ranges selected

from the following:

Foundation stage (ages 3-5) School years 1-2 (ages 5-7)

School years 3-4 (ages 7-9) School years 5-6 (ages 9-11)

School years 7-9 (ages 11-14) School years 10-11 (ages 14-16)

School years 12-13 (ages 16-19)

・That training programmes are designed to provide trainees with sufficient time being trained in

schools and/or other settings to enable them to demonstrate that they have met the QTS

Standards. This means they would normally be structured to include the following periods to

be spent in training in schools or other settings.

A four year undergraduate QTS programmes 160 days (32 weeks)

A two or three year QTS undergraduate

programme

120 days (24 weeks)

A secondary graduate QTS programme 120 days (24 weeks)

A primary graduate QTS programme 90 days (18 weeks)

Employment based schemes Determined by the training programme

・Each trainee teacher must have taught in at least two schools prior to recommendation for the

award of QTS.

(3) Management and quality assurance

All ITT providers must ensure all of the following:

・That partners establish a partnership agreement setting out the roles and responsibilities of each

other.

・That partners work together to contribute to the selection, training and assessment of trainees

against the QTS Standards.

・That their provision complies with TDA’s current accreditation criteria and all current legislation

relevant to initial teacher training, such as that relating to equality and discrimination.

・That rigorous internal and external moderation procedures are in place to assure the reliability,

accuracy and consistency of assessments of trainees against the QTS Standards.

・That they monitor and evaluate all aspects of provision and demonstrate how these contribute to

securing improvements in quality.

・ITT providers must ensure that graduate, registered, overseas-trained teacher and Teach First

programmes comply with General Conditions for the Graduate, Registered, Overseas-Trained

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Teacher and Teach First (ITT Element) Programmes in addition to the Secretary of State’s

current requirements for initial teacher training.

3 Secretary of State’s Criteria

The following criteria are specified by the secretary of state in accordance with regulation 15

(2) of the Education Regulations 1999, as amended by the Education (Teachers’ Qualification and

Health Standards) (England) (Amendment) (No.3) Regulations 2001.

The potential new provider (PNP) must demonstrate in its proposal that:

A. It will meet the secretary of state’s current requirements for the provision of initial teacher

training (ITT).

・trainees meet the stated requirements for entry to an ITT course,

・all aspects of the training and assessment meet the stated requirements,

・the training is based on a strong partnership with schools, and

・all the requirements for quality assurance are met.

B. It plans to offer training that will enable trainees to achieve the standards required for qualified

teacher status (QTS):

・the content of the training programme is closely matched to the standards required for QTS,

・trainees are rigorously assessed against each of the standards required for QTS.

C. It will provide training of high quality and ensure continuing improvement:

・among the schools to be involved there is proven expertise in ITT,

・all involved are committed to high-quality training,

・all aspects of the training programme are evaluated regularly and rigorously, and

・the outcome of quality assurance procedures are used systematically to bring about improvements.

D. It can present a convincing rationale for its provision of ITT which:

・meets an identified demand for training places in a geographical area for a particular age range/or

subject, and does not duplicate existing provision,

・meets an identified need for teachers in a region or for particular subjects or age-phase specialisms,

or

・adds to the diversity of choice available or attracts applications from groups that are currently

under-represented in the teaching profession.

E. It will have a management structure that will ensure the smooth operation of the training

programme:

・roles of individuals and the functions of groups and committees are clearly defined throughout the

training partnership,

・staff are selected with the relevant experience and expertise,

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・there are staff development plans for those contributing to the training, and

・trainees are assured access to suitable accommodation, facilities and resources.

F. It will be financially viable and have detailed systems and procedures for financial

management:

・provision for financial control are secure and efficient,

・responsibilities for different functions are demarcated, with clear lines of accountability, and

・procedures ensure that best value is secured in the expenditure of TDA funding.

G. The Training and Development Agency for Schools (TDA)is satisfied that the proposed

provision:

・represents an efficient use of its resources, particularly in relation to ensuring good-quality

provision, and

・will help maintain a desirable balance between school-centered and other courses.

Criteria that lead to a consideration of withdrawal of accreditation

The following criteria are specified by the secretary of state in accordance with regulation 15

(3) of the Education Regulations 1999.

The TDA will consider withdrawal of the accreditation of a provider:

・where there is evidence of an accredited institution’s non-compliance with the secretary of state’s

current requirements, and/or

・where a provider ceases to run all courses in ITT.

4 Development of a higher quality standard for teacher training institutions

The Centre for Enterprise (CFE) for the Learning and Skills Council has created the Training

Quality Standard’s framework to develop a new higher standard for the certification of training

providers, including those previously recognized as Centres of Vocational Excellence.

The Standard was developed with the intention of driving through a cultural change in the

delivery of training and development. This starts with the assessment framework’s focuses on two

linked but ultimately very different delivery of competences: Part A is intended to respond to the

needs of employers as individual customers, and Part B is intended to develop and deploy products

to address particular sector needs.

Part A . Responsive providers:

・have a strategy for working with employers based on the market including clearly defined

objectives. They take actions to ensure that their aims and approaches are communicated to

appropriate stakeholders (Strategy).

・manage their people and resources to ensure that they have the scale and quality they need to meet

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employers’ expectation(Fundamentals).

・manage employers’ enquiries to understand their needs and identify the right solutions (Respond).

・deliver training solutions through clear communication and adaptive management of progress and

emerging issues (Deliver).

・relate to employers, by following up after delivery and building lasting relationships (Relate).

・comprehensively measure and achieve satisfaction and impact for the employers they work with

(Perform).

Part B. Providers having sectoral expertise:

・have a strategy for working with the sector based on the market including clearly defined

objectives. They take actions to ensure that their aims and approaches are communicated to

appropriate stakeholders (Strategy).

・engage in dialogue with employers and stakeholders in their sectors and sharing of good practice

(Understand).

・deploy products and services to meet employer needs, supported by the content, people and

resources able to meet industry expectations (Deploy).

・cause improving results or sustained good performance in the areas defined in their strategic

objectives (Perform).