Volume 23

Explorations in Teacher Development: Volume 23 Issue 2 (Fall 2016)

In this issue, we are happy to present you with one research paper. Richard Pinner reflects on the identities that teachers may attempt to withhold from students in the face of popular social networking sites today.

After a successful Teacher Journey Conference held in Hiroshima in June 2016, two of the presenters contributed papers. Timothy Ellsworth shares his experiences in switching from ESL to EFL earlier in his career, and how those experiences continue to foster his approach to teaching today. Quenby Hoffman Aoki describes her journey from exchange student to young wife and conversation teacher to housewife and then to university teacher.

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Conference Proceedings

Explorations in Teacher Development: Volume 23 Issue 1 (Spring 2016)

This issue includes four research articles and four reports based on presentations at the joint forum held at JALT in 2015.

The first paper, by Liz Shek-Noble, informs us about the delicate balance between teacher- and student-centered teaching styles. Next, Stewart M. Dorward, shares his on-going process of observing Japanese teachers of English in a secondary school setting. Marc Jones provides us with some insights on teaching phonology and pronunciation in his qualitative study that
focuses on teachers’ beliefs and practices. Finally, Daniel Hooper, currently an MA Student in
TESOL, describes his experiences within the eikaiwa system and his journey of obtaining his degree.

In the Forum section, four of nine presenters contributed their reports for our Journal. All four presenters have provided insights about a time when student feedback has helped them to change their practices. Darren Van Veelen tells us how he uses the students’ brains in place of textbooks for classroom input. Alexander McAulay explains about his past resistance to using
social media networks with students. Ken Ikeda reports about his struggles with using an online instructional learning system combined with a content course. Finally, Lorna Asami shares her practice of project-based learning with her students who are studying to be teachers of young children.

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Forum Reports