Analysis of Transformed Process of Teachers' Belief in Japanese Language Classes:

Case Study on International Baccalaureate Teachers

Abstract

This research aims to elucidate common beliefs of Japanese language teachers who engaged in international baccalaureate. This study analyzed teachers' narratives through interviews using M-GTA. Japanese language teachers transform teacher-directed belief into learner-centered belief. It was found that teachers implement a multitude of complicated beliefs into practice. Positive and negative senses intermingle in teachers' beliefs.