Explorations in Teacher Development: Volume 31 Issue 2 (Autumn/Winter 2025)
The TD SIG is thrilled to announce the publication of Volume 31 Issue 2 of the Explorations in Teacher Development journal!
Roland Waller explores how task-based learning (TBL) and task repetition can enhance memory retention in Japanese university EFL classrooms. Drawing on cognitive psychology,
particularly theories of working memory, distributed practice, and the production effect, he
connects these concepts to classroom-based review activities. He also proposes three guiding
principles: integrating multiple skills, making review interactive and meaningful, and using
strategic repetition to design engaging, communicative tasks that promote long-term retention
and bridge theory with practical teaching.
Daniel Hooper, Alexander Dodd, and Erik Tsuchiya discuss a teacher-led approach to
continuous professional development (CPD) through data-driven, dialogic reflective practice. Alex and Erik, two in-service teachers, analyzed video recordings of their lessons using Walsh’s
Self-Evaluation of Teacher Talk (SETT) framework and engaged in peer discussions guided by
Edge’s Continuing Cooperative Development principles. The process deepened their understanding of classroom interaction, enhanced confidence, and highlighted the emotional and collaborative dimensions of reflective practice in fostering teacher agency and professional
growth.
Anthony Sellick and James Bury discuss the routes they took to obtain public works doctorates by distance learning, from initial application to final submission. Being based in the
same tertiary institution in Japan and having a shared body of publications allows them to
compare and contrast their doctoral journeys, highlighting their similarities and differences, and showing how each is distinct and unique. The presentation of their journeys allows readers to gain insights that can inform their own doctoral journeys.
Yuri Imamura and Ami Yamauchi explore how cross-institutional collaborative reflection
supported two English language educators during career transitions in Japanese higher education. Using shared journals, Zoom meetings, and SNS messages, their collaboration created an emotionally safe space to discuss challenges and exchange perspectives. The process fostered openness across institutions and roles, enhanced reappraisal and emotional belonging, built new professional communities, and helped participants recognise emerging burnout.
Finally, Cam Hill shares notes and reflections on the experience of participating in the Teacher Development SIG Forum at PanSIG2025.
We are now accepting submissions for our next issue (Volume 32, Issue 1), with a deadline of June 30, 2026. If you have any questions regarding the publication process, please contact the editorial team at JALT.TED.ETE.editor@gmail.com.
Click here to access this issue.
EDITORIALS
- Redefining Teacher Development for the Next 50 Years – Yutaka Fujieda
EXPLORATIONS
- An Approach to Language Learning Review – Roland Charles Waller
RESEARCH ARTICLES
- A Mille-Feuille of Learning: Layered Reflective Practice in Language Teacher Development – Daniel Hooper, Alexander Dodd & Erik Tsuchiya
REFLECTIONS
- A Fistful of Papers: Two Doctoral Journeys – Anthony Sellick & James Bury
- Collaborative Reflection on Career Trajectories: Perspectives from Practice – Yuri Imamura & Ami Yamauchi
Forum