Amanda Yoshida
Kanda University of International Studies
About
I have been teaching English in Japan since 2002. My main research area is reflective practices for both teachers and learners.Sessions
Standard Presentation (25-minute) Never Alone: How Friendship Can be Critical and Reflective more
Sat, Sep 16, 14:50-15:15 Asia/Tokyo
The global pandemic required many instructors to adapt to online learning without the face-to-face support of colleagues. However, two friends teaching at universities in Japan turned this challenge into an opportunity by developing a critical friendship. They applied Costa and Kallick's (1993) definition of a critical friend as someone who asks thought-provoking questions, provides alternative perspectives, and offers constructive criticism as a friend. Hatton & Smith (1995) further emphasized that critical friendships involve collaborative discussions, encouraging open dialogue, questioning, and even confrontation to improve teaching practices. Kato and Mynard (2016) argued that reflecting with others is more challenging but offers valuable insights compared to self-reflection alone. They advocated intentional reflective dialogue, deliberately structured to foster deeper questions, as crucial for effective reflective learning. This presentation showcases the discoveries and transformations made by the presenters through their critical friendship. After a review of relevant literature, the presenters will explore how to establish a successful critical friendship. They will share data from their meetings and personal journals, demonstrating how their critical friendship has influenced the modification of their lessons to enhance the learning experience for their students. This presentation will benefit instructors seeking to engage in reflective practice by cultivating critical friendships.
Forum Presentation Finding Grounding through Teacher Communities and Reflection more
Sun, Sep 17, 11:15-12:45 Asia/Tokyo
As EFL teaching reinvents itself at global and institutional levels, educators, especially early-career and part-time faculty, often find themselves isolated or uncertain when confronted with new teaching contexts. It is crucial for all teachers to find grounding and support through communities of practice and professional support networks, as well as through teacher self-reflection practices. Dr. Gough will address the importance of developing support systems and communities of practice for part-time university teachers. Dr. Hiratsuka will provide insight into teacher identities and the cognitive, ideological, and affective components of team-teaching practices in Japan. Ms. Roloff Rothman will offer experience-based guidance on the development of supportive, collaborative professional environments and self-care. Ms. Verla Uchida will present on the benefits of self-reflection and forming connections and critical friendships. Ms. Yamamoto will share tips on engaging in academic leadership and developing thriving communities of practice. Ms. Yoshida will present various methods of self-reflection through teacher journaling. Through an understanding of the benefits and methods of engaging in these practices, EFL teachers may find a new path forward that enriches their professional lives.
