著者

樫葉 みつ子 大塚 謙二 坂本 南美 柳瀬 陽介

出版者

中国地区英語教育学会

雑誌

中国地区英語教育学会研究紀要 (ISSN:03851192)

巻号頁・発行日

vol.44, pp.97-106, 2014 (Released:2017-03-01)

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Reflective journal writing is to be theoretically clarified more for effective teacher development. This two-year long interview study focused on the effects of written language in four different modes (English/Japanese, private/published) chosen by four Japanese ESL teachers. The four teachers all described their writing as 'conversation', which we interpret as one that is among three differentiated selves: practitioner, author, and reader. The conversation promoted changes in their cognitions and actions. Publication guided the teachers to the more publicly accepted cognitions and actions, whereas private writing promoted the internal conversation at deeper levels. Writing in English provided a more 'object' self-reflection in one teacher, and offered insights in language through the difficulties of translation in another teacher.