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.
フィリピン留学セブSMEAG英語学校のパンフレット。CEBU SMEAGはセブ島で3つのキャンパス(クラシック、キャピタル、スパルタ)があるフィリピン最大規模の語学学校です。
学生目線のセブ留学体験談はフィルイングリッシュ学生レポーターの留学日記ブログ、フィリピン留学通信で更新中! by フィリピン留学エージェント、フィルイングリッシュ
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.
フィリピン留学セブSMEAG英語学校のパンフレット。CEBU SMEAGはセブ島で3つのキャンパス(クラシック、キャピタル、スパルタ)があるフィリピン最大規模の語学学校です。
学生目線のセブ留学体験談はフィルイングリッシュ学生レポーターの留学日記ブログ、フィリピン留学通信で更新中! by フィリピン留学エージェント、フィルイングリッシュ
4. ULMについて
University of Louisiana at Monroe
Regional public school
Founded in 1931
Undergraduate enrollment of 7,828
(2010-11)
Three Colleges
Arts, Education and Sciences
Humanities ⋅ Sciences ⋅
Education ⋅ Visual & Performing
Arts
Business and Social Sciences
Accounting, Financial &
Information Services ⋅
Behavioral & Social Sciences ⋅
Management
Health and Pharmaceutical Sciences
Health Professions ⋅ Nursing ⋅
Pharmacy
•
CEHD
– 周辺2地区の教員の77%を輩
出
– 周辺学校の厚い信頼
– 理系社会人のための教員養成
課程
– オンライン教育の充実
•
学術交流協定
– 締結:2012年3月5日
– 5年間
– 愛媛大学教育学部とULM全学
との協定
4
5. Exchanges in 2012 academic year
11 students
for 2-wk stay
2 students for
1-yr exchange
1 student for 2-wk stay
4 students for 5-wk stay
1 student for
1-yr exchange
5
6. Exchanges in 2013 academic year
4 students
for 2-wk stay
1 students for
1-yr exchange
1 student for 6-wk stay
6
9. Distinctiveness of Educational & Cultural Tour at ULM
School
Visits
Teaching
Experience
遼寧師範
大学
◎
◎
順天郷
大学
◎
U of
Philippines
◎
◎
U of
Washington
at Bothell
◎
○
U of
Louisiana at
Monroe
◎
◎
Subject
Teaching
Company
Visits
Selfplanned
Activity
Academic
Exchange
with Host
Students
○
◎
◎
○
○
◎
◎
◎
○
◎
○
◎
◎
○
◎
◎
◎
◎
○
○
Cultural
Mutual
Exchange Helping
with Host
Students
9
11. Budgets to continue the program
• JASSO: Japan Student Services Organization
– Scholarship for ULM students
– One-year budget
• Aidai GP: Competitive fund of EU
– Budget for EU professors to lead students in the US
– Two-year budget
• Gakubu GP: Competitive fund in Faculty of Education
– Budget for professor invitation from ULM
– One-year budget
11
12. Competitiveness of JASSO scholarship:
Year 2013
Applicants
Acceptance
Applicants
(Ehime University)
Acceptance
(All Japan)
Short-term
(outgoing)
4
0
765
298
1 semester
or more
(outgoing)
2
0
319
92
Short-term
(incoming)
4
1
354
140
1 semester
or more
(incoming)
4
3
406
123
Exchange with ULM is the only one program that received JASSO scholarship in 2013
at Faculty of Education, Ehime University.
12
13. Modification in year 2013
• Original plan was to invite 2 ULM students for one
semester
• The plan was shortened into 3 months
• The scholarship was awarded only for the program in which invited
students stay in Japan for more than one semester.
• The plan was shortened into 6 weeks
– This change was made to ensure the mental safety of the
ULM student
– She showed an strong stress reaction in the morning of the
first day in an elementary school of Japan
– Dr. Kim and I had an online meeting on the next day
13
14. ULM生の教育実習の改善:学生選考と準備教育
Improvement in Recruitment and Preparation
• Before Recruitment
– When the four Ehime students
visit ULM, an international
event can take place to invite
future ULM candidates to go to
Japan
– Presentation in the professional
block classroom
– Japan corner at ULM
(Suggested by Yuri & Ruth-sensei)
• Recruitment
– Avoid solitary visit
– Cultural adaptation is included
as one of learning objectives
• During/After selection
– Online learning on Moodle
• Introduction of Japanese
schools
• Familiarizing global Englishes
communication and
Japanized pronunciation
• Learning cultural adaptation
processes
• During Stay
– Preparation phase is needed
before practice teaching
• Angel Kindergarten
– Reduction of course works
during their stay in Japan
14
15. ULM生の教育実習の改善:留学生への支援体制
• Mr. Kohno Kiwame will takes office as international
coordinator for Faculty of Education
– 国際交流支援業務
– 情報集約
– 学生からの相談受付
• 学生による積極的関与の重要性
– 教職員だけが全ての業務を担当するのはもはや無理
– 国際ピアサポーター(仮)といった名称を設け,自律的に国際交
流の企画運営を進める
– 時給,研修費,資材費を捻出するための予算的措置が必要
15