Teaching about Japan: Global Perspectives in Teacher Decision-Making, Context, and Practice

Autor/in	Kirkwood, Toni Fuss
Titel	Teaching about Japan: Global Perspectives in Teacher Decision-Making, Context, and Practice
Quelle	In: Theory and Research in Social Education, 30 (2002) 1, S.88-115 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
Schlagwörter	Grounded Theory; Asian Studies; Educational Change; Foreign Countries; Teaching Methods; Decision Making; Context Effect; Educational Practices; Global Education; Cross Cultural Studies; Comparative Education; Teaching Styles; Teacher Attitudes; Interviews; Theory Practice Relationship; Japan; United States + Suchen Sie Ihr Suchwort? Asia; Studies; Asienwissenschaft; Bildungsreform; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Bildungspraxis; Globales Lernen; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Lehrstil; Unterrichtsstil; Lehrerverhalten; Interviewing; Interviewtechnik; Theorie-Praxis-Beziehung; USA
Abstract	One pressing issue that students in the new millennium must know more about is the uneasy bilateral relationship between the United States and Japan. In this study, I examined how 33 teachers from 21 schools, who participated in the "Japan Today" Program, taught about Japan, continued teaching about Japan after a one-year commitment, chose a specific pedagogy, and shared their knowledge and experiences with peers. In order to examine emerging themes, I used the constant comparative methodology to examine a large qualitative database collected over two years. The findings provided salient insights into how teachers conceptualized teaching about Japan and contextual factors shaping their instructional decisions. Despite increasing demands placed on teachers in the curriculum reform and standards movements, these teachers shared significant similarities, differences, and unique ways of teaching about Japan. Schools that developed exemplary Japan programs became prototypes in the district. These programs were characterized by extensive collaboration among faculty, administrators, and Japan participants, thus demonstrating that effective school programs are inextricably linked to school reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10