Conceptualizing Well-Being, Autonomy, and Professional Development for Japanese Teachers

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  • 日本教師のための「満足度」、自律性、および専門能力開発の概念化について

Abstract

In 2020, Japanese primary schools were required to adopt a new curriculum proposed by the Ministry of Education, Culture, Sports, Science and Technology-Japan (MEXT). This extended English-as-an-official-subject status to students from third to sixth grades. Not all teachers are comfortable with the amendments as they have been implemented. To understand the implications of policy changes on teachers, this exploratory paper will offer a glimpse into the rather opaque Japanese instructional context, with comparative insights from Canadian and Finnish teaching environments, and will reflect upon current research into wellbeing, autonomy, and self-efficacy. Additionally, it will endeavor to shed light on existing educational practicum considerations, and in-service training procedures to gain a more accurate picture of the current state of teacher-training. It is hoped that the information presented, and suppositions drawn may foster understanding and awareness of the importance of teacher wellbeing not only for Japanese non-native English-speaking teachers, but all teachers in Japan; as well as ESL/TEAL teachers struggling in similar circumstances throughout the world.

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