Elements Essential for Collaboration between Thai and Japanese Teachers Case Studies at High Schools in Thailand

Kadowaki Kaoru, Nakayama Eiji, Takahashi Masako

doi:10.18910/83212

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Other Title

タイ人教師と日本人教師のよりよい協働を実現するために必要な要素 : 高校における事例より
タイジン　キョウシ　ト　ニホンジン　キョウシ　ノ　ヨリヨイ　キョウドウ　ヲ　ジツゲン　スル　タメ　ニ　ヒツヨウナ　ヨウソ　コウコウ　ニ　オケル　ジレイ　ヨリ
タイジンキョウシトニホンジンキョウシノヨリヨイキョウドウオジツゲンスルタメニヒツヨウナヨウソ : コウコウニオケルジレイヨリ

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Abstract

Articles

In Thailand, the number of learners who study Japanese as a foreign language at schools has been increasing, and many of them are high school students. Most of the Japanese language teachers there are Thai teachers who are non-native Japanese speaker teachers (NNJSTs). Recently native Japanese speaker teachers (NJSTs) very often participate to teach Japanese with Thai teachers at high schools. However, the reports and studies on how Thai and Japanese teachers work collaboratively to teach Japanese at high schools are limited in publication. This paper examines essential elements for better collaborations between Thai and Japanese teachers in Japanese language teaching at high schools in Thailand. This study presents an analysis of the interview data obtained from these teachers in Thailand, utilizing the SCAT (Steps for Coding and Theorization) method. It is important for both Thai and Japanese teachers to maintain communication to share information and understand with each other, and have positive attitudes for collaborative teaching between NNJSTs and NJSTs. They need to have more experience in collaborative teaching of Japanese and to be flexible in their collaboration styles.

Journal

間谷論集

間谷論集 15 1-21, 2021-03-31

The Center for Japanese Language and Culture, Osaka University

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