Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research
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...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
SAGE
2019
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| Online Access: | http://hdl.handle.net/20.500.11937/75730 |
| _version_ | 1848763536866541568 |
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| author | Chen, Cheng Chiang Eriko, Sato |
| author_facet | Chen, Cheng Chiang Eriko, Sato |
| author_sort | Chen, Cheng Chiang |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T11:05:02Z |
| format | Journal Article |
| id | curtin-20.500.11937-75730 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:05:02Z |
| publishDate | 2019 |
| publisher | SAGE |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-757302021-10-07T07:50:51Z Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research Chen, Cheng Chiang Eriko, Sato 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. 2019 Journal Article http://hdl.handle.net/20.500.11937/75730 10.1177/1362168819846794 SAGE fulltext |
| spellingShingle | Chen, Cheng Chiang Eriko, Sato Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research |
| title | Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research |
| title_full | Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research |
| title_fullStr | Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research |
| title_full_unstemmed | Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research |
| title_short | Rise to the occasion: The trajectory of a novice Japanese teacher's first online teaching through action research |
| title_sort | rise to the occasion: the trajectory of a novice japanese teacher's first online teaching through action research |
| url | http://hdl.handle.net/20.500.11937/75730 |