Promoting transnational teaching in pre-service language teacher education programs in Japan: An autoethnographic approach

Abstract

This chapter adopts an autoethnographic approach by presenting my personal narratives of teaching an English teaching methodology course (ETM) in the English teacher certificate program at the undergraduate level of a Japanese university. The purpose of this chapter is to offer pedagogical implications for ETM courses in language teacher education (LTE) programs, mainly in Japanese higher education, and to promote reflective practice for pre-service teachers in second language teacher education. This chapter begins with clarifying the significance of adopting an autoethnographic approach to promoting transnationalism in pre-service teacher education by discussing the transformations of English education over the last several decades and contextualizing the English education background in Japan. This chapter concludes with several suggestions for LTE programs in Japan and similar contexts by promoting discussions on embracing the concept of World Englishes, accelerating materials development, and implementing teacher reflective practice.