Changes in the view of Japanese language education through the experience of a career switch

Ms. I's career development process after leaving the job of teaching Japanese language as a mid-career teacher

Abstract

In this study, the author interviewed Ms. I, who worked as a Japanese language teacher at an educational institution in Thailand but switched careers to another field after six and a half years in the job. The author analyzed Ms. I’s career development process and changes in her view on Japanese language education during that time. The results of an analysis conducted using the Trajectory Equifinality Approach showed that when Ms. I was teaching adult working students, she felt that she was ignorant about various aspects of society, which led to a sense of inadequacy as an educator. Although her sense of inadequacy prompted her to switch careers, it gradually dissipated while engaging in jobs other than teaching Japanese. As a result, Ms. I began to proactively teach Japanese again within the context of her own life. In other words, a career switch was a necessary phase for her to remain a Japanese language teacher. Furthermore, the fact that Ms. I’s students and their attributes influenced her important life choices, such as switching careers, suggests that teaching Japanese language is a two-way activity, and it may also have a significant impact on the “way of life” of teachers themselves.