| This qualitative narrative inquiry explores the experiences of Japanese English language teachers enrolled in an American teacher-education MA program. Overlooked in the transnational-education movement in Asia is the applicability of the imported modes to the indigenous contexts, which are heavily influenced by centuries-old, Confucian-based cultural expectations of how education should be delivered, and what its ultimate effect on society should be. This study intends to examine the impact of a progressive MA American teacher-education program on indigenous in-service teachers working in an East Asian country following the Confucian curricular tradition, Japan (Marginson, 2011; Whitsed & Volet, 2011; Whitsed & Wright, 2011). In particular, it will look at teachers who experience a transformational learning experience in the program (Dewey, 1938, 1988; Mezirow, 1991, 2000), that is, buy-in with the principles and philosophy of the intervening foreign model, and explore the experiences of these teachers as they attempt to adjudicate between the two systems. The questions explored were: 1) What is the experience of in-service teachers enrolled in a progressive MA teacher-education program in Japan working in a traditional environment? And 2) What are the factors, cognitive and sociocultural, that influence the extent to which teachers feel the progressive principles acquired through their education can be adapted and applied in their traditional context? The research followed a qualitative, narrative inquiry design. Data was collected and analyzed through individual interviews and document review of participants' reflective work while in the program. Coding and analysis followed guidelines in keeping with a general inductive analysis.;Keywords: transnational education, teacher education, East Asia, transformative learning theory. |
