Volume 27

Explorations in Teacher Development: Volume 27 Issue 2 (Special Edition)

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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.

The papers follow a unified format, with each contribution opening with a short vignette to set the scene and establish the educational context being reflected upon. Following this, authors propose a set of objectives for how their stories could be used by others. The authors then expand upon these objectives by suggesting a variety of detailed practical implications, all aimed at supporting fellow teachers through offering usable ideas for the classroom or general guidance. Finally, each writer concludes their papers with a reflective statement in which they take stock of their experiences from 2020 and make plans for the future.

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Explorations in Teacher Development: Volume 27 Issue 1

Welcome to the latest issue of Explorations in Teacher Development, Volume 27, Issue 1! This issue contains four submissions that range widely in location, including Japan, the United Kingdom, Australia, and the United States. But they share a common theme of teachers learning about themselves and about teaching from encounters with other teachers and students, and even another activity (surfing).

Sachiko Igarashi writes about how her experiences with intercultural communication (and miscommunication) in professional development have led her to understand the importance of these occasions to her own development as a teacher. She makes a case for Japanese high school teachers taking more advantage of intercultural professional development opportunities and to bring what they learn from them into their classrooms for their students’ benefit.

Michael Ellis recounts what he learned from his experience becoming a non-native speaking Japanese teacher during a school exchange program in Australia. He gained greater awareness of issues facing non-native speaker teachers as well as realizing that students often see their teachers and the language learning experience differently from what teachers might think. He brought this experience back to his job in Japan in ways that have changed how the school where he works operates.

Our longtime contributor James Porcaro points to the importance of words spoken to us by others in encouraging us, motivating us, and shaping how we see ourselves as teachers through recounting five incidents from his career.

And finally, Mike Floquet writes about how the lessons he has learned from surfing have sustained him in opening his own English school in Japan, giving him the courage to take risks and develop success.

Click here to read this issue.

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