Speaker
Description
Professional development is essential for setting young and emerging teachers on the path to success. However, the need for in-service teacher professional development should also be addressed. This project will introduce and compare the professional development programs available to teachers in Japan and Jamaica and discuss whether they should be institutionally structured or teacher-driven. This project will lay the groundwork for the examination of development programs for language teachers and suggest improvements to the field.
Keywords
teacher competency, professional development, practice communities
Short summary
Professional development is essential for setting young and emerging teachers on the path to success. However, the need for in-service teacher professional development should also be addressed. This project will introduce and compare the professional development programs available to teachers in Japan and Jamaica and discuss whether they should be institutionally structured or teacher-driven. This project will lay the groundwork for the examination of development programs for language teachers and suggest improvements to the field.
References
JTC. (n.d.). Individual Professional Development Plan (IPDP). Jamaica Teaching Council. https://jtc.gov.jm/ipdp/
MEXT. (n.d.). 「令和の日本型学校教育」を担う教師の養成・採用・研修等の在り方について～「新たな教師の学びの姿」の実現と、多様な専門性を有する質の高い教職員集団の形成～（答申）（中教審第240号）：文部科学省. 文部科学省ホームページ. https://www.mext.go.jp/b_menu/shingi/chukyo/chukyo3/079/sonota/1412985_00004.htm
QI, J., & DERAKHSHAN, A. (2023). Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of Job Satisfaction and organizational commitment. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras. https://doi.org/10.30827/portalin.vi2023c.29656
Abstract
Teacher training (TT), pre-service training occurring before a teacher earns their certification, and professional development (PD), defined in this presentation as any in-service learning activities undertaken after teachers enter the classroom, are essential to the discussion on the quality of educational practices (Qi & Derakhshan, 2023). There has been considerable discourse on the importance of TT and PD, especially whether it should be institutionally structured or flexible and teacher-driven.
Early thinking neglects suggestions for adapting programs to suit the educational climate. Despite their proven impact on student learning outcomes, factors influencing teacher performance, including gratification and perceived job satisfaction remain underexamined (Qi & Derakhshan, 2023). This presentation introduces and compares TT and PD programs in Jamaica and Japan to identify areas for improvement in both (JTC., n.d.; MEXT., n.d.).
Participants will gain an understanding of TT and PD models in Japan and Jamaica and how policy initiatives and sociocultural contexts influence approaches to TT and PD. Additionally, participants will gain insights into TT and PD practices in their own teaching context and find value in learning more about the challenges of developing TT and PD training programs for educators. From this, participants can reflect on their own training to contribute to the educator community within and beyond JALT. Examining TT and PD through a national lens enables educators to consider how teachers do not learn and develop their practice in isolation but through participation in the professional community.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Those who understand, teach: Teacher Development in Jamaica and Japan |