Investigation on Contribution of Overseas In-service Training to High English Teachers' Teaching Practices

This study investigates what English teachers learned from a six month program, how they applied their acquired knowledge to their Japanese contexts, and what inhibited the English teachers from applying insights from their experience to their home contexts. The results suggest the majority of the English teachers are positive about the overseas in-service training program but do not firmly believe that the experience gained are solely contributed to their professional development. Factors which inhibited effective implementation of their experience to their home school contexts included the gulf between their gained knowledge and the local contexts, the lack of support from other teachers during the implementation of knowledge, and lack of opportunities to make meaningful contributions. Components which could be improved in future program include a support system after the program and more opportunities for returning teachers to contribute.