JALT2025 Postconference Publication Selected Paper
This paper was chosen as a Selected Paper through consultation with the JALT Publications Board. We express our congratulations to these authors and our appreciation of their well-written paper.
Reference Data:
Fennelly, M. G., Fukuda, S. T., Kaiser, M. R., & Luxton, R. (2026). Training and support for elementary school English teachers in Japan. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing –JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-28
This study investigates the training needs of elementary school English teachers in Japan following MEXT’s 2020 Course of Study (CoS) reforms. Building on previous research distinguishing between homeroom and senka teachers (specialist English teachers), this study attempts to derive national training needs from among participants who attended the NITS 2025 workshop. Data include surveys from 43 participants and three interviews. Findings indicate parallels among homeroom teachers (HRTs) and senka teachers, including CoS-aligned lesson design, communication-centered instruction, assessment literacy, and effective information and communication technology (ICT) integration. The analysis shows that, despite high levels of motivation, logistical barriers hinder professional development (PD). Teachers expressed strong support for differentiated yet collaborative training models for PD, and enthusiasm for in-service hybrid programs combining in-person training and online support materials. The study concludes by recommending university-school partnerships and collaborative learning frameworks to enhance teacher efficacy in elementary English education.
本研究は、2020年学習指導要領改訂後における、小学校外国語担当教員の研修ニーズを明らかにすることを目的とした。学級担任と専科教員の違いを指摘してきた先行研究を踏まえ、混合研究法を用いて、独立行政法人教職員支援機構による全国研修の観察、43名を対象とした質問紙調査、ならびに3名への追跡インタビューを分析した。分析の結果、学級担任と専科教員の両者に共通して、学習指導要領に基づく授業デザイン、コミュニケーション中心の指導、評価理解、ICT活用が重要課題として示された。一方、高い学習意欲にもかかわらず、時間割編成や人員配置といった運営上の制約が研修参加の障壁となっていることも明らかになった。さらに、役割に応じて差別化されつつ協働的に学ぶ研修モデルや、対面とオンラインを組み合わせたハイブリッド型研修への強い支持が確認された。本研究は、小学校英語教育における教員の指導力を高めるため、大学と学校との連携、および協働的な研修の枠組みの構築を提言する。
