Becoming an English teacher: The personal and professional development of young women in a teacher education program in Japan

A main criticism of teacher education at Japanese universities is that programs do not pay enough attention to personal developmental needs of future teachers. Professional training is stressed but often not adequately provided for. This is a case study, examining student personal and professional development in a high school English teacher education program at a Japanese women's university. The study aims to investigate effective approaches to providing opportunities for personal and professional development to learners in the framework of EFL teacher education.; What sociocultural and psychological factors come into play for young Japanese women who develop into caring, responsible, and effective English teachers? How can teacher education programs be designed to meet both sets of concerns and promote individual as well as professional growth?; Research was conducted on the role that instruction plays in methodology and practice teaching courses, using interpretive qualitative methods. The interpretive framework employed emphasized theories of learning such as social participation and identity formation. In order to interpret and assign meaning to individual social actions, the perspective of each participant was considered important. Students' voices were thought to provide a key in locating and analyzing their personal and professional developmental needs. Instruction in the courses was focused on encouraging self-awareness. Through activities such as journal writing, reflective reports, and student-teacher conferences, students probed their learning experiences. The goal was to have students acquire and actualize a deeper understanding of themselves as individuals and in their multiple social roles.; Course instruction led to greater recognition by students of the interaction among their various identities as members of a community of learners, practitioners in training, women, and users of a second language. A main setting outside the university classroom in which students encountered problems in integrating personal and professional development was the teaching practicum. Most students were able to raise relevant questions and identify useful strategies and resources for resolving problems. Many were able to take action to foster the synthesis of personal and professional growth. Confidence and a sense of self-worth were crucial issues for students as they went through the whole learning experience in professional development.