抄録
This study examines the implementation of English teacher training programs by municipal boards of education in Japan, focusing on disparities in training opportunities, diversity of approaches, and market openness. Recent national curriculum revisions in Japan have significantly transformed English education in elementary schools, creating a pressing need for teacher retraining. However, the availability and quality of training programs vary considerably among municipalities, influenced by factors such as access to specialized English education advisors and financial resources. A nationwide questionnaire survey targeting 1,738 municipal boards of education achieved a 42.0% response rate (730 responses). The findings reveal substantial disparities: 69.23% of cities conduct their own training programs, compared to only 26.47% of towns and villages. The study also underscores the involvement of diverse lecturers—municipal officials, university faculty, and private companies—in delivering these programs. Such regional inequities raise concerns about fair access to professional development and their potential impact on the overall quality of English education. The study concludes by proposing measures to address these disparities, including inter-municipal collaboration and enhanced policy support for under-resourced areas. It also calls for further research to evaluate the long-term effects of these inequities on teachers' professional growth and student learning outcomes.
