By Atsuko Watanabe
This publication offers a researcher's paintings on reflective perform with a gaggle of highschool academics of English in Japan. starting with a chain of uncomfortable instructor education periods dropped at unwilling members, the e-book charts the author's improvement of latest tools of enticing her individuals and using their very own stories and information. either an in-depth exam of reflective perform within the context of jap cultural conventions and a story account of the researcher's reflexivity in her engagement with the examine, the publication introduces the idea that of ‘the reflective continuum' – a non-linear trip that mirrors the way in which mirrored image develops in unpredictable and person ways.
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This booklet offers a researcher's paintings on reflective perform with a gaggle of highschool academics of English in Japan. starting with a sequence of uncomfortable instructor education classes brought to unwilling contributors, the booklet charts the author's improvement of recent tools of attractive her individuals and utilizing their very own stories and data.
Extra resources for Reflective practice as professional development: experiences of teachers of English in Japan
Given the contemplative nature of reflective practice, it may not face the challenges and resistance in Japan about which Canagarajah warns. Still, it was crucial for me, a Japanese researcher studying Japanese teachers of English working in Japanese schools, to be sensitive to that context. Specifically, this meant considering three important cultural concepts, tatemae, honne and hansei. Hansei: Self-Critical Reﬂection Anyone discussing reflective practice in the Japanese context must take a long look at hansei, a concept deeply ingrained and valued in Japanese society (Rohlen, 1976, cited in Lewis, 2000).
A group’ and Naomi named ‘belief’. The final interviews (INT6) focused on reflections about the teachers’ overall participation in the study, which asked them to engage in one more reflective task. Prior to INT6, each participant received the compiled collection of all of their previous journal exchanges with me: they were asked to read these, write about their reflective themes and send their writings to me. The interviews focused on the reflective themes written about in the final reflective journal.
Reﬂective Practice and Data Analysis The process of analysing the collected data is not always recounted in detail in a book like this one. There is, of course, no one right way to do data analysis (Miyahara, 2015; Watt, 2007), and each data set raises its own challenges and questions. My own process of learning to analyse data from this project, a qualitative study carried out by a novice researcher and focused on the complex and iterative process of reflection (Miyahara, 2015), is perhaps a good one to share, as it is, in Ellis and Bochner’s (2000: 741, cited in Watt, 2007) words, a ‘personal tale of what went on in the backstage of doing research’.