抄録
ABSTRACT
Pedagogical Significance of Micro-Narratives in Teacher Education:
Challenges and Prospects for the Next Generation of Educators
TAKAIRA Kenichi
（TOKYO KEIZAI UNIVERSITY）
This paper delves into the concept of “teacher image” through the lens of teacher life his
tory research, emphasising the narrative networks that form teachers’ professional identity.
The study critiques the dominant administrative paradigm in contemporary Japanese society,
which imposes a standardised “teacher image” to which teachers are expected to conform. This
administrative approach undermines the rich diversity and relational context inherent in
teachers’ life histories.
The paper advocates for a paradigm shift in teacher training, from a top-down imposition
of a monolithic “teacher image” to a bottom-up approach that values learning from the “small
stories” of individual teachers. Such a shift is crucial for supporting the professional growth of
teachers, fostering an environment where teachers can develop their unique “teacher visions”
through collaborative and reflective practices.
Drawing on the work of educational scholars Junji Yamazaki and Tadahiko Inagaki, the
paper underscores the paramount importance of various contexts—schools, historical periods,
and personal experiences—in shaping teachers’ professional development. It calls for a move
away from externally imposed standards towards an appreciation of the diverse, context-specif
ic narratives that contribute to a more mature and enriched public education system. This shift
in perspective is not just enlightening, but it’s a call to be more open-minded in our approach to
professional development.
Keywords: Teacher Life History Research, Teacher Image, Professional Development, Narrative
Networks, Reflective Practice
https://ror.org/03b0ym704 
