Impact of action research experience on novice language teachers

Abstract

The purpose of this study is to investigate how the novice teachers’ experiences of conducting action research in a teacher education program affect their teaching in their individual classroom context and their ability for self-development. The M.A. Japanese language teacher education program at the institution, where the authors of this paper teach, requires students to conduct action research while they are engaged in a three-semester long teaching practicum. This requirement aims to equip students with, not only teaching skills, but also the abilities and attitudes necessary to continue growing professionally throughout their careers. We conducted in-depth interviews with the four graduates of the program, who have been engaged in Japanese language teaching either in Japan or abroad. The analysis of the data indicates that their action research experience still has an impact on their daily teaching, especially on their reflective practices. Even in an informal manner, all of them continue to reflect on their everyday teaching and think about ways to improve it. We tentatively concluded that once acquired, these reflective skills may remain and continue to be a powerful tool for their professional development in the long term.