1) A case study examined how a Japanese teacher learned while attending a master's program at an American university.
2) Through interviews over 6 months, the teacher showed changes in her self-motivating strategies and goal orientations. Initially anxious, she began imagining contributions to English education in Japan.
3) Her improved English performance and feedback from professors encouraged her development as a proactive teacher focused on personal growth rather than gaps in herself. The study suggests international experience can positively impact Japanese teachers' identities and skills.
1) A case study examined how a Japanese teacher learned while attending a master's program at an American university.
2) Through interviews over 6 months, the teacher showed changes in her self-motivating strategies and goal orientations. Initially anxious, she began imagining contributions to English education in Japan.
3) Her improved English performance and feedback from professors encouraged her development as a proactive teacher focused on personal growth rather than gaps in herself. The study suggests international experience can positively impact Japanese teachers' identities and skills.
1) The document summarizes the results of an online survey exploring factors that determine willingness to study abroad in teacher training programs between the University of Louisiana at Monroe (ULM) and Ehime University (EU) in Japan.
2) Key findings from the survey include that ULM students were more motivated by teaching practices while EU students preferred interactions, and that EU students reported more potential fears but also a greater willingness to study abroad.
3) Regression analysis found that for ULM students, overcoming language barriers and prior foreign experiences increased willingness, while for EU students, interests in speaking foreign languages, visiting foreign schools, and learning about foreign education systems increased willingness. Disliking travel decreased EU students' willingness.