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Exploring Japanese University English Teachers' Professional Identity


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Table of Contents

Chapter One: Introduction Chapter Two: The Japanese Context Chapter Three: Knowledge, Beliefs, and Identity Chapter Four: Data Collection Chapter Five: Developing Professional Identity Chapter Six: It's a Man's World Chapter Seven: Teaching is What I "Do," Not Who I Am Chapter Eight: Conclusion

About the Author

Diane Hawley Nagatomo has been living and teaching in Japan for more than 30 years. She is an Associate Professor at Ochanomizu University and her research interests include teacher and learner identity, teachers' beliefs, and EFL materials development. She has authored and co-authored numerous EFL textbooks for the Japanese market.


It is rare to encounter a volume in the TESOL field written in a meticulously researched style that, at the same time, presents an introspective, reader-friendly analysis of a very complex situation. Hawley Nagatomo's book is an important addition to the burgeoning use of narrative studies aimed at uncovering the sociopolitical underpinnings of identity constructions of professional ELT educators. Although the primary focus is on female tertiary-level teachers in Japan, readers situated in different contexts will recognize themes that resonate with their own experiences as language instructors. Andrea Simon-Maeda, Nagoya Keizai University, JapanExploring Japanese University English Teachers' Professional Identity is a timely book on the topic of teacher identity that should be used as a blueprint for the topic in Japan. This is a wonderful study that has been carefully and thoroughly written. Teachers and teacher educators in all contexts can learn a lot from reading this book.Thomas Farrell, Brock University, CanadaAlthough the field of tertiary education in Japan has been described before by numerous observers, Diane Hawley Nagatomo's monograph is unique. Rather than being polemic in nature, this study offers a more balanced, 'thick' ethnographic account of how university language teachers construct their professional identities. This is a refreshing approach and a much-needed addition to the literature!Gregory Poole, Doshisha University, Japan

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