Volume 31

Explorations in Teacher Development: Volume 31 Issue 2 (Autumn/Winter 2025)

In this issue, 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.

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EDITORIALS

EXPLORATIONS

RESEARCH ARTICLES

REFLECTIONS

Forum

Explorations in Teacher Development: Volume 31 Issue 1 (Summer 2025)

In this issue, Betty E. Lau discusses the results of student surveys and interviews conducted over a one-year communication course for college freshmen. The paper reflects upon the effectiveness of teaching strategies and goal-setting within the context of a student-centered curriculum, explores the divergences between student feedback and instructor perceptions, and examines various parameters for assessing teaching efficacy.

Gordon Danford explores the differences between public junior high schools in Japan and the Summerhill School, a free school in the U.K. founded by iconoclastic educator A.S. Neill. The educational culture and philosophy of Neill’s Summerhill School are presented and analyzed, parallels to Japan’s public junior high schools are drawn and ways in which Neill’s child-centered
pedagogical approach could inform innovations at Japanese public junior high schools are proposed.

Michael Kuziw reflects on his experience with notetaking as an indispensable tool used in conducting language learning advising at his school’s SALC (The English Education Center). Key insights include using notetaking to revise language errors, build goal-setting, create a positive rapport with students and reflect on notes for information collection. His reflections go beyond the self-explanatory nature of notetaking and illuminate how language learning is enhanced by purposeful notetaking. His insights aim to particularly support newly appointed advisors at SALCs.

Richard Thomas Ingham discusses his experience attending the inaugural Film Studies in Japan (FSIJ) conference and reflects on how film can enhance English language education. His piece highlights how film can be used in CLIL courses to boost student engagement, and to develop learners’ and teachers’ technical skills. He also considers the value of authentic audiovisual materials and how they can support more natural and meaningful language learning.

Sharon Sakuda discusses adaptations to her teaching to accommodate a hearing-impaired student in a Freshman English class. A surface reflection on this experience reveals how practical changes, such as using multimodal instruction and modifying activities, were beneficial to all students. The author also highlights the role of reflection and critical friendships in supporting professional growth, while recognizing limitations to full inclusion. This paper lays the groundwork for deeper reflection and provides a starting point for inquiry into inclusive EFL education.

Yutaka Fujieda examines the transition from traditional autobiographical methods to  exploring felt sense, the emotional and physical experiences associated with English writing.
Using the Thinking At the Edge (TAE) method, the research connects personal feelings with
academic expression. By recognizing the importance of writers’ emotional and physical
experiences, this article suggests teaching approaches that acknowledge the complex
relationship between cognitive, emotional, and physical aspects of language learning.

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EDITORIALS

PERSPECTIVES

EXPLORATIONS

REFLECTIONS