AboutDaniel Hooper is a lecturer in the Education Department at Hakuoh University He has taught in Japan for 16 years, predominantly in higher education and English conversation schools. His research interests include learner and teacher identity, communities of practice, and the English conversation school industry.
Teacher Development Critical friendships: Bridging teaching beliefs and visible behaviors more
Sat, Jul 9, 15:15-15:40 Asia/Tokyo
An often neglected aspect of reflective practice (RP) is the impact of teachers’ histories on the beliefs and principles that drive their classroom behaviors. Exploring the emergence of these “unseen” factors and their potential influence on professional practice, the presenters will illustrate how, through data-based and dialogic RP, they gained a deeper understanding of their own teaching whilst enhancing personal wellbeing and collegiality. This presentation is based on an RP study grounded in both conversational analysis of classroom data and a “critical friendship” in which the two researchers examined the gap between their stated teaching principles and their “visible behaviors” in a safe, non-judgemental environment. The presenters will share findings illustrating how historical experiences as both language learners and teachers had a profound impact on what they considered “good teaching.” Furthermore, they will discuss how dialogic approaches to RP can lead to increased professional confidence, open-mindedness, and humility. In line with assertions by Farrell (2019), the findings of this study suggest that rather than simply focusing on the visible elements of teaching (what we see in class), increased attention on the unseen factors driving teaching, such as historically-constructed beliefs, may lead to richer insights for practitioners and researchers alike.
Teacher Development The TD & CUE SIG Forum on Communities of Practice more
Sun, Jul 10, 11:45-13:15 Asia/Tokyo
The TD and CUE SIG will hold their annual joint forum on the topic of Communities of Practice (CoPs). Such communities can be teachers, students, company workers, or otherwise, who form in organic or natural ways. The CoP members hold a common aim or concern for the activities they do and learn how to improve as they interact regularly within the group. Some participants may be more senior in age or experience than others, thus giving way to a learning experience and successful conclusion of their efforts for everyone. The forum speakers are university and professional educators with a specific background as a member or researcher ofCoPs. James Bury will inform us about the positive outcomes achieved as a result of encouraging colleagues at two separate workplaces to interact with research, question their own teaching practices, engage in their own practice-based investigations, and then share their findings with each other. Yoshifumi Fukada will explain how Japanese EFL/ESL learners actively engaged themselves in English-mediated socialization and grew as English users and as persons in a project-based English education program held in Japan and during studying abroad. Daniel Hooper will describe the shared goals, interpersonal relationships, and local repertoire of tools that emerged from a small reflective practice group for university teachers that met regularly to discuss critical incidents they experienced in their working lives and to explore their own professional identity. Barbara Hoskins Sakamoto will talk about the potential of informal online communities to improve teachers' professional and personal lives, sharing specific examples of the meaningful impact observed with teachers in a unique English for Teachers program, and the factors that made positive changes possible.