日本語教師養成の新たな文脈 - キャリアとアイデンティティの観点からの再考 -

Abstract

From the perspective of career and identity, in this study, we reconsider what Japanese-language teacher trainings could do for students who are at a critical phase in their life courses, and reexamine the context of the training by listening to the voices of students who are taking the current training courses to become a Japanese-language teacher. The data for this study come from interviews with these students and discussions among trainees who participated in a teaching practicum, which reveal the students’ struggles with career choices and the ideologies that dominate the field of Japanese language education. In the data, it becomes clear that the purpose of university teacher training courses, which should serve as an opportunity or support for students’ career development, did not always match with students’ own perspectives of their careers and their reasons to take the training courses. Therefore, the study suggests that it may be necessary to rethink the meaning of Japanese-language teacher training at universities in some alternative context. It also points out that teacher education that promotes teacher identity construction should be implemented as a way to support students who aim to make Japanese- language teaching their future career.