In Search of Localized Professional Development for Teaching English among Primary School Teachers in Japan

Abstract

This chapter analyzes as a case study a unique teacher professional development (PD) model that Osaka City in Japan implemented. The Osaka model was unique in that: (1) localized PD programs were provided to all teachers at their own primary schools, as opposed to the cascade model offered by the central government; (2) a series of practical workshops were offered by experienced primary school teachers who served as teacher educators for an extended period, in contrast to the knowledge-transmission models often found in university-based PD; and (3) these workshops were designed to facilitate connections between primary and secondary school English teachers, as opposed to the silo models prevailing in existing PD programs. Butler and Tabuchi examined the trial-and-error process of developing the “school-rooted” teacher PD model in Osaka and draw upon several lessons learned from the experience. After evaluating the Osaka model, the authors emphasize the importance of collaboration among various stakeholders including children in order to enable successful, localized teacher PD.