Many researchers argue that teacher development can only occur, and the best curriculum can only be available, when the teachers themselves have actively been involved in research. In the past few decades, researchers have proposed that English language teachers should be at the centre of research so they may be able to hone their teaching practices and improve their professional development. The author investigated the attitudes toward research held by English language teachers in Japan and found that the majority of higher education English language educators enjoyed research. The author further examined their motivations for engaging in research and looked at whether or not they received institutional support for their research practices. The differences in carrying out research based on employment status and gender were also scrutinized.
教師が活発に研究に関わって初めて、教師が成長し最良のカリキュラムができると多くの研究者が唱えている。過去数十年間、英語教師が指導技術を磨きプロとしての成長ができるように、教師自らが研究の中心的役割を担うべきだと提案されてきた。筆者は、日本において英語教師が行った研究への態度を調査し、大多数の高等教育の英語教員は研究を享受しているということが判明した。筆者は更に、英語教師の研究に従事する動機付けと、短期大学と大学からの研究への支援の有無についても調べた。研究を実行するうえでの雇用形態と性別の差異についても吟味した。
