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ERIC Number: EJ1043763
Record Type: Journal
Publication Date: 2014-May
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0013-1784
How Japan Supports Novice Teachers
Ahn, Ruth
Educational Leadership, v71 n8 p49-53 May 2014
When U.S. educators first hear that Japanese teacher preparation programs require only four weeks of formal student teaching at the end of the credential program, they're appalled: How can this be? More surprising still, few new teachers in Japan (1.35 percent) leave the profession during their first year. So where are these beginning teachers getting the support they need to persevere in their teaching careers? In "shokuin shitsu," or the teachers' room. "Shokuin shitsu" is a shared space overseen by administrators in which all teachers have individual desks and meet daily to prepare, complete work, and collaborate on practice. Beginning teachers who teach core subjects, such as mathematics and Japanese language arts, collaborate extensively with more experienced teachers in the same content area. Teachers sit in grade-level islands in the teachers' room, most typically next to a veteran teacher in the same content area who serves as a mentor. Japan's teachers' room may offer insights to administrators and teachers everywhere about beginning teacher professional development as a collegial and continual endeavor. "Shokuin shitsu" shows us that beginning teachers may need intentionally designed spaces that give them access to their more experienced colleagues and promote substantial and ongoing communication and support.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A