Abstract
This study revisits the often-neglected ontological question in teacher education: “What does it mean to be a teacher?” Using pattern language as a qualitative method informed by phenomenology, a workshop was conducted to examine how a Japanese language teacher reinterprets lived experience. Through dialogical engagement with others, the participant reconstructed the meaning of the experience shared in the workshop. Interpretation of the narrative suggests that the reflective process mediated by pattern language nurtures ontological awareness and opens new possibilities for ongoing professional growth in teaching.
