Why share educational practices?

Considering the role of teachers who create collaborative learning environments

Abstract

This paper considers the significance of sharing educational practices, based on the　 discussion topic, “Reconsidering the Classroom, Learners, and Teachers” at the first symposium of the Association for Language and Cultural Education in 2015. The rise of the sociocultural approach in the 1990s was the turning point for reconsidering how the Japanese language should be taught. However, educational approaches in places of learning vary widely, and educational practitioners do not necessarily have a shared recognition of whether or how their methods differ from traditional methods. In order to “reconsider” these practices, a prerequisite is to define exactly what needs to be considered. The discussion at the symposium, which was held with an awareness of this issue, is set forth in this paper. Additionally, the role of teachers who create collaborative learning environments by departing from traditional beliefs about language learning and ability is considered. For teachers who are aiming to reform the status quo, collaboration with other teachers is essential. This paper asserts that in order to share issues with other teachers and discuss what direction to take that will lead to desirable practices, practical research, in which teachers critically reflect on their own practices, is necessary.