particularly strong in fostering such skills and competencies, possibly because
few teachers know how to integrate interactive activities, including discussion
and group work, into daily lessons. In Japan, discussion and debate are often
seen as competition or conflict, rather than as a tool for consensus building.
Some experts explain that teachers are not trained sufficiently to be able to
teach students how to express their opinions effectively. For example, not
enough time is spent on practicing making statements as an individual, or
presenting a group consensus. Furthermore, students often have problems
in giving and receiving criticism in a constructive manner (MEXT, 2013b).
In addition, teachers already have a demanding workload and do not have
much time for professional skills development, which is a concern given the
new topics to be covered in subject teaching that were introduced in 2008
(MEXT, 2010).
Teachers’ support is vital for developing pedagogy for twenty-first
century skills
The majority of the teachers interviewed in the study agreed that the
definition of twenty-first century skills and the necessary elements are
clearly stated in the 2008 New Courses of Study, but they suggested that
there may not be sufficient support for teachers. The survey found that
teachers want more support from the local government for the effective
implementation of the new curriculum, including better teaching-learning
materials and financial support. In particular, both policy-makers and
teachers emphasized the importance of classroom-level support, especially
for introducing new teaching methods and enhancing teachers’ skills. The
findings of the interviews with principals indicate that frequent evaluations
of teachers’ lesson plans and teaching methods increase teacher motivation
and confidence, especially when teachers are trying to meet the new policy
guidelines. A wide range of support is vital, including school-based teacher
training, which is a necessity given that teachers lack the time to participate
in formal regional training.
Conclusions
In concluding this study of pedagogical practices in selected schools in
Japan, this section summarizes the four key aspects of teaching and learning
discussed above.
- The 2008 New Courses of Study places an emphasis on diverse verbal
activities and non-academic special activities. Introducing practical