Kanno, Masayo;
(2024)
‘I don't see this as a lost cause.’:
English as a foreign language teachers’ job-crafting practices
in the Japanese HE context.
Doctoral thesis (Ed.D), UCL (University College London).
![[thumbnail of Masayo Kanno EdD thesis (without personal info).pdf]](https://discovery.ucl.ac.uk/style/images/fileicons/text.png) |
Text
Masayo Kanno EdD thesis (without personal info).pdf - Published Version Access restricted to UCL open access staff until 1 April 2026. Download (2MB) |
Abstract
This thesis is a qualitative exploratory case study that investigates the cognitive and emotional dimensions of teaching English as a foreign language (EFL) at higher education institutions (HEIs) in Japan. It aims to reveal the learning-to-teach aspect of language teachers’ on-site professional development in socially and culturally challenging classrooms. The main data collection method was in-depth interviews, which took an innovative approach. Twelve experienced EFL teachers who teach non-English-major courses were encouraged to provide spontaneous comments on nine statements extracted from the literature and express their pedagogical goals and professional judgements. Drawing on the concepts of job crafting and emotion regulation as the two conceptual lenses, the data underwent a thematic analysis that incorporated a context-driven cross-case analysis. The results revealed three themes closely related to three job-crafting modalities: cognitive, relational and task crafting. These helped to illustrate each teacher’s proactive practices in which they adjusted their job boundaries, classroom relationships and teaching tasks. Humility, resilience and creativity were identified as key cognitive factors that assisted them to improve their person-job misfit. Three orientations characterised the teachers’ approaches to job crafting and emotion regulation strategies, which reflected their understandings of the sociocultural classroom context. These variations informed different degrees of hope and confidence as well as the directions of pedagogical EFL goals. This thesis concludes with five practical recommendations for formative and iterative EFL teaching practice that can support HE EFL teachers’ professional development.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ed.D |
| Title: | ‘I don't see this as a lost cause.’: English as a foreign language teachers’ job-crafting practices in the Japanese HE context |
| Language: | English |
| Additional information: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| Keywords: | Emotion regulation, job crafting, professional development, teacher cognition, teacher emotion, teacher knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10189278 |
Archive Staff Only
 |
View Item |
