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    Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research

    75934.pdf (794.8Kb)
    Access Status
    Open access
    Authors
    Chen, Cheng Chiang
    Eriko, Sato
    Date
    2019
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Eriko, S. and Chen, C.C. 2019. Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research. Language Teaching Research.
    Source Title
    Language Teaching Research
    DOI
    10.1177/1362168819846794
    ISSN
    1362-1688
    Faculty
    Faculty of Humanities
    School
    School of Education
    Remarks

    Eriko, S. and Chen, C.C., Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research. Journal Title (Journal Volume Number and Issue Number) pp. xx-xx. Copyright © 2019 The Author(s). DOI: 10.1177/1362168819846794

    URI
    http://hdl.handle.net/20.500.11937/75730
    Collection
    • Curtin Research Publications
    Abstract

    Foreign language teaching in distance education is administratively and pedagogically challenging; research on the perspectives of novice practitioners’ online teaching is also relatively scarce. This study explores how a novice Japanese teacher navigated and negotiated her professional development in a two-way virtual practitionership during her first online teaching. Data were collected from ongoing dialogue journals between the novice and her mentor followed by a semi-structured interview. Qualitative results indicate that pedagogically-sound and personalized digital tools can not only reduce the psychological distance between the teachers and students, but facilitate online teaching and learning via a performance-driven, standard-based curriculum. Informed by Action Research, the study reveals how both practitioners de/reconstructed their teacher identities and achieved professional empowerment through robust supervision and reciprocal teacher evaluation in a virtual environment. It further demonstrates the extent to which this evidence-driven and research-oriented approach can better address the genuine concerns of a foreign language program in distance education. Specifically, this context-responsive study indicates the improvement of online course delivery, teacher training and program sustainability in its own right.

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