A Study on Japanese Language Teachers’ Learning Processes for Practical Knowledge:

Relation between Training for Teachers and Middle Japanese Language Teachers’ Learning Processes

Abstract

The purpose of this study is to elucidate middle Japanese language teachers’ practical knowledge constructed by learning based on training for teachers. This study analyzed the teachers’ narratives through interviews by using the modified grounded theory approach. The middle teachers reconstructed Japanese language teaching processes based on training for teachers to lead students that misread teaching materials in textbook. They polish up Japanese language practical knowledge for students’ independent reading. Training for teachers function as parts of teachers’ learning processes. Meanwhile it has significance of accelerating reconstruction about teaching processes.