Speaker
KEYWORDS
Keywords: teacher autonomy, professional development, Japanese elementary education
ABSTRACT
This poster presentation will address a persistent challenge in Japanese elementary school English education: the overdependence of Japanese Teachers of English (JTEs) on Assistant Language Teachers (ALTs) for English instruction. Through a comprehensive curriculum reform and training programme, we have developed teacher autonomy and instructional capability among non-native English-speaking teachers. The programme implemented three key strategies: curriculum redesign aligned with existing textbook content, intensive teacher training, and the establishment of a peer-based leadership system for ongoing professional development. Teachers participated in regular observation and feedback cycles, creating a sustainable community of practice within the schools. Results demonstrate that with structured support and training, JTEs developed sufficient confidence and competence to lead English classes independently. The reformed curriculum enhanced both teacher delivery and student engagement, leading to accelerated English language acquisition among students. These findings suggest that investing in teacher autonomy through systematic support and peer-based professional development can transform English education in Japanese elementary schools, reducing dependence on ALTs while maintaining or improving educational outcomes.
| TITLE | Building the Autonomy of Japanese Teachers of English |
|---|---|
| RELEVANT SIG | Teacher Development |
| FORMAT | In-person interactive poster session |
