Volume 22

Explorations in Teacher Development: Volume 22 Issue 2 (Fall 2015)

This issue includes both regularly submitted articles as well as the Proceedings from our annual EFL Teacher Journeys Conference in June.

Guy Smith offers some insights about Self-Determination Theory and how these can apply to a long career in teaching. James Porcaro shares his reflective practice checklist with us, a checklist he has used in teacher training for several years. Yukie Saito, who also presented at the EFL Teacher Journeys Conference in June, reports on her findings of how high school teachers incorporate MEXT’s mandates regarding English through English in the high school classroom.

Both Sachie Banks and Rie Tsutsumi presented at the EFL Teacher Journeys Conference in June 2014, and we have included their proceedings here. Banks explains how identity plays a role in her teaching journey. Tsutsumi reports on her study regarding self-motivation and educators.

Gaby Benthien shares her journey of being an ESL student in her youth and now an EFL teacher in Japan. Alison Nemoto describes her journey of becoming a teacher and then teacher trainer amidst her upheaval in the 2011 earthquake and tsunami. Finally, Tim Murphey, Joseph Falout, Yoshifumi Fukada, and Tetsuya Fukuda discuss the dynamics within their collaborative research group.

Click here to read this issue.


EFL Teacher Journeys Conference Proceedings

Explorations in Teacher Education: Volume 22 Issue 1 (Spring 2015)

In this issue we are happy to present to you an article showcasing what types of questions you should ask when looking for an MA TESOL degree program followed by three reflective articles about teachers’ experiences in the classroom.

Allan Goodwin dives into what to look for when deciding which school to choose for your MA TESOL degree, comparing the formalist and functionalist perspectives and how those will affect your class choices and effectively your world-view on teaching.

Gilbert Dizon provides a step-by-step guide to web-based testing (WBT). Once the test is set up, teachers can save time on grading and students can find out their scores instantly. After the students learn how to use the computer and become familiar with the testing format, there is no limitation to what you can do. Torrin Shimono describes three students who taught him
about being an effective teacher, which redefined his paradigm of being a language teacher.
Christopher Edelman rounds up the Explorations section with a report about his year-long study in Content Based Instruction (CBI). He covers his students’ success, increased motivation, and how they beat all odds to perform better than anyone expected.

Click here to read this issue.