Category Archives: Announcements

Teacher Journeys Conference 2022 – Call For Proposals

In language education in Japan and around the world, almost every teacher’s career path takes the form of a unique and eventful journey. We often take this for granted, but it is exactly these journeys, these narratives of teacher identity formation, that enrich our profession and serve our students. Since 2011, the Teacher Journeys conference has been the venue for educators of all backgrounds and teaching contexts across Japan to share and reflect on such stories.

This year, we are looking for presentations that fall broadly under the theme of teacher development. Personal narratives that highlight professional change and the path to it are welcome. Descriptions of the professional change, what prompted it, what informed it, what the results of it were: all of these in any combination should make for a presentation suitable for the conference. Please see the previous submissions here and here to get a better idea of what we are looking for and, perhaps, for some inspiration.

We envision this conference not only as an opportunity for viewers to learn from the presenters’ stories but also, and more importantly, to share their own. We hope to achieve this goal by a) employing a flipped format for some of our presentations and b) by utilizing a novel online environment for socializing.

Learn more about the conference by visiting the pages for presenters and attendees. If you have a story worth sharing, please consider contributing to this year’s conference! The deadline for proposal submissions is June 30th.

Click on the image below to go to the conference website.

 

 

TD SIG Forum @ JALT2022 – Call for Proposals

The Teacher Development SIG will be facilitating a forum on “Students’ Aiding Teacher Development” at the JALT2022 International Conference in Fukuoka.

With people positively influencing each other in every walk of life, it is understandable that within a language classroom, students can and do positively impact their teachers in direct and indirect ways all the time. When shared, these stories of how students have aided teacher development can be fascinating to hear and can have important lessons for educators. We invite presenters to share their own reflections on this fascinating area of education.

In the forum, tablets, laptops or paper will be used to share experiences of creating communities through PechaKucha-like sessions. Presenters will give 5 minute presentations, followed by short Q&A periods. Each presentation will be given several times to multiple audiences so that attendees are provided a range of topics. This is in accordance with our goal of ensuring all of those in attendance at least one valuable takeaway from their development aided by students.

The deadline for proposals is Wednesday, May 11th. Click here for the proposal submission form.

PanSIG 2022 Forum with CUE SIG

The PanSIG 2022 conference will take place face-to-face from July 8th to 10th 2022 at the University of Nagano.

The TD SIG is delighted to be facilitating a forum with the College and University Educators (CUE) SIG on the theme of ‘Communities of Practice’.

Please watch this space for information on the forum details including the invited speakers, session format, and the date/time.

 

ETD Fall 2022 Issue: Call for Papers

As always, for the Fall 2022 issue of Explorations in Teacher Development, we invite any scholarship dealing with phenomena related to teacher development. We welcome articles using quantitative or qualitative data as well as theory. We hope the ETD journal can be an excellent opportunity to find a new insight to broaden perspective and have an academic discussion with the other scholars.

One suggested line of research that could be especially edifying might relate to teacher development in the post-COVID era. Since early 2020, we have faced the significant influence
of the COVID-19 pandemic. In general, schools and universities have continuously faced
challenges to provide good-quality education under this situation. In particular, we lost many
chances to have “interaction” in a face-to-face manner, which has long seemed essential for rich
language education. Despite these difficulties, the accelerated development of information and
communication technology (ICT) has opened new possibilities for improving language
education. As a result, the expectations students have for their teachers could be shifting, and
what teachers want to realise through their teaching practice is likely undergoing a similar
transformation.

Now is an opportune time to discuss how to prepare for language education in the post-COVID
era and to conceptualize the altered role of language teachers. We hope that contributors will be inspired to submit articles that reflect teaching experiences under COVID and offer insightful
educational implications for the post-COVID situation.

Please use the submission guidelines here as a starting point for your explorations in teacher
development through writing for the journal:

Fall 2022 Issue Projected Schedule:
  • First submissions: 5/9
  • First reviews and revisions: 5/16-5/30
  • Second reviews and revisions: 6/6-6/30
  • Proofreading: 7/1-7/15
  • Publication: 7/15-7/31

ETD Spring 2022 Issue: Call for Papers

For the Spring 2022 issue of the Explorations in Teacher Development journal, we invite any rigorous scholarship dealing with phenomena related to teacher development. We welcome articles using quantitative or qualitative data. We above all urge authors to use their research as an opportunity to learn from as well as speak out and join the scholarly conversation about teacher development, sharing the wisdom they have gained along the way.

As we all continue to face the challenges of teaching and living well in a pandemic, we also especially encourage submissions related to the concept of askesis, or care of the self. This means not understanding oneself and others as atomistic individuals, as privileged subjects among objects, but as responsible formed-transforming selves who create their own conditions for ethical agency, attending to social norms and rules but committing to a more ambitious ethics and character to act ethically without guarantees. During the pandemic, ethically ambiguous situations might have become more apparent to many of us, but we might also have begun to notice—or actively attend to—how caring for the self in a radically relational ethics extends to the known and familiar now made strange.

We especially encourage scholarly inquiry of all kinds that estranges the taken-for-granted practices and opens new possibilities for teacher development, transformation, or growth.

Spring 2022 Issue Projected Schedule:
  • First submissions: 1/11
  • First reviews and revisions: 1/12-1/31
  • Second reviews and revisions: 2/1-2/15
  • Proofreading: 2/16-2/28
  • Publication: 3/15

TD SIG AGM & Forum at JALT2021

At JALT2021, we’ll be holding our Annual General Meeting (AGM) and forum on Saturday November 13, from 2:05 to 3:35 PM.

This year, our meeting and forum will be combined into one session. Officers of the SIG will first report on the recent activities of the group, as well as share information and news about the SIG’s events, membership, publications, and other related matters. This will be followed by a forum which addresses both the challenges and opportunities for teacher development during and after the COVID-19 pandemic. Our session, along with the rest if the conference, will take place online. We look forward to your participation!

Explorations in Teacher Development Journal (Teacher Journeys 2020 Special Edition)

The TD SIG is thrilled to announce the publication of our Teacher Journeys 2020 conference issue of the Explorations in Teacher Development journal!

This special edition features 16 highly practical, informative, and personal narratives of issues relating to emergency remote teaching. Our aim with this collection of papers is to not only further document the unique situation that we have found ourselves in over the past year for posterity purposes, but to provide a resource through which we can learn from one another’s experiences.

Click here to access the issue.

Teacher Journeys 2021: Call for Proposals

We are happy to announce that the call for proposals for Teacher Journeys 2021 is now open! Please find it at the conference website.

Over the past ten years, the Teacher Journeys conference has traveled around Japan to highlight teacher narratives. This year, following the model of Teacher Journeys 2020, in place of a face-to-face conference the Teacher Development SIG will curate a collection of videos sharing reflections on teaching in these new circumstances.

These videos will be shared on the conference site from late summer to early fall. We would also like to include a written version of all accepted presentations in a special issue of the TD SIG journal, Explorations in Teacher Development, to appear in 2022.

PanSIG 2021 Forum with ICLE SIG

At this year’s PanSIG 2021 conference, the TD SIG facilitated a forum with the Intercultural Communication in Language Education (ICLE) SIG. The session was titled Developing an Intercultural Understanding as Teachers, with the forum opening the conference on Friday, May 14.

The event featured presentations by invited speakers Yoko Munezane from Rikkyo UniversityStephen Ryan from Sanyo Gakuen University, and Helen Spencer-Oatey from the University of Warwick and GlobalPeople Consulting Ltd. Each presentation explored different elements of what developing intercultural practice, understanding, and principles in foreign language education entails.



Yoko Munezane
 introduced a new empirical model of intercultural communicative competence, exploring the structural relationships among eight individual differences factors, and how this model could be applied to the language classroom to promote intercultural friendship.

Following this, Stephen Ryan provided lessons learnt through an autobiographical presentation outlining the evolution of his understanding and approaches to the position of culture in his teaching.

Finally, Helen Spencer-Oatey demonstrated ways we can learn to notice how socialisation-based multiple identities affect behaviour, through reflecting on their potential significance and seeing what impacts they have on our (mis)evaluations of others. 

Following the series of presentations, an engaging discussion took place in which the speakers reflected on each other’s talks, established points of resonance, and developed some new ideas together. The TD SIG would like to thank you if you attended this forum.