The foreign language teaching profession in Finnish and Japanese society: A sociocultural comparison
The foreign language teaching profession in Finnish and Japanese society: A sociocultural comparison
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芬兰和日本社会的外语教学职业：社会文化比较
DOI：
10.1080/14681366.2016.1252420
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Harumi Ito & Riitta Jaatinen
中科院分区：
文献类型：
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作者：
Anneli Sarja;Tarja Nyman;Harumi Ito & Riitta Jaatinen
教师职业的社会基础是通过行为和文化模式、特定的人工制品及其与某些机构做法的联系建立起来的。本研究的目的是发现在文化背景下构成教师职业的条件，并找出芬兰和日本的外语教师是什么。这两个国家都有很高的教育平等，但在教师教育课程中表现出的管理政策模式却截然不同。教育政策文件以及教师访谈和课堂观察在这两个国家进行了比较的结果由一个日本和三个芬兰的研究人员。研究主题包括：外语教师专业、教师教育范式、教师专业发展和教学中的教育学取向。结果表明，文化背景及其对教师职业的强烈影响在两种文化中都很突出。
The social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain institutional practices. The purpose of this study is to discover the conditions that structure the teaching profession in a cultural context and to find out what it is to be a foreign language (FL) teacher in Finland and Japan. Both countries have high educational equality but with contrasting patterns of management policies that are manifested in their teacher education curricula. Educational policy documents as well as teacher interviews and classroom observations were conducted in both countries and the findings compared by one Japanese and three Finnish researchers. The research themes are as follows: the FL teaching profession, teacher education paradigms, teachers’ professional development, and pedagogical orientation in teaching. The results show that the cultural context and its strong implications for the teaching profession are prominent in both cultures.