By Atsuko Watanabe
This publication provides a researcher's paintings on reflective perform with a bunch of highschool lecturers of English in Japan. starting with a chain of uncomfortable instructor education classes dropped at unwilling individuals, the e-book charts the author's improvement of recent equipment of attractive her contributors and utilizing their very own reviews and data. either an in-depth exam of reflective perform within the context of jap cultural conventions and a story account of the researcher's reflexivity in her engagement with the research, the booklet introduces the idea that of ‘the reflective continuum' – a non-linear trip that mirrors the best way mirrored image develops in unpredictable and person ways.
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Extra resources for Reflective practice as professional development: experiences of teachers of English in Japan
He talked about writing the journal in one interview: Situating My Study: Reﬂective Practice in the Japanese Context 25 I think this type of self-development is good, but it becomes more difficult as we get older. We have all those years of experiences behind us, and they come out. If we are just writing about teaching in the classroom, maybe that is ok… but we do not want to inquire after ourselves very deeply, we want to leave some aspects fuzzy for ourselves…. journal is good as a child, but it is difficult as an adult… you pile up sad memories… with Westerners since they have religions, they can be saved by God, but with Japanese, since most of us do not have religion, we cannot entrust ourselves to God, there is no salvation.
Without a clear purpose of what to observe, the observation sessions appeared to leave Mr Sato feeling nervous and vulnerable. Needless to say, I was only partially surprised by Mr Sato’s reactions to the reflective interventions I had designed. As a Japanese person, I could understand – if not always successfully predict – which elements of reflective practice could be miscommunicated or misunderstood by a Japanese participant. Of course, I took Mr Sato’s reactions into account when designing the main study.
Even for less contentious questions, it would appear rude, aloof or arrogant not to respond or make any comments. Kvale (2006) reminds us of the potential disingenuousness of the terms ‘interview’ and ‘interviewer’. He states that ‘The term interview dialogue is … a misnomer. It gives an illusion of mutual interests in a conversation, which in actuality takes place for the purpose of just the one part—the interviewer’ (Kvale, 2006: 483). He also describes the dominance of interviewers through interviews, ‘The dominant position of the interviewer may lead to an invasion of the subject’s privacy, with a temptation to masquerade as a friend to get the information the researcher needs’ (Kvale, 2006: 497).
Reflective practice as professional development: experiences of teachers of English in Japan by Atsuko Watanabe