An Investigation into the Process of Change: the impact of in-service training on Japanese teachers of English

Abstract

The interim findings of a research project (Lamie, 1998) designed to assess teacher response to the Japanese Ministry of Education (Monbusho) innovation, the New Revised Course of Study (Monbusho, 1989), suggested that if English teaching is to fulfil its aims in Japan, the restructuring of teacher training must become a priority. One in-service training programme, designed to support this innovation, is provided at the University of Birmingham. This article presents the overall findings and recommendations of the research examining the impact of the programme on four Japanese teachers of English by analysing their communicative status before and after the training period. The research focuses on attitudes, espoused methodology and classroom practice. It concludes that changes have taken place in all cases. In the wider context, the research highlights impact areas in the process of change which challenge the established notion that change in practice occurs before change in attitude