Our Search for Shutaisei: Self-study of Three University-Based Teacher Educators

ABSTRACT

Cultivating preservice teachers’ shutaisei has been the focus of Japanese university-based teacher education since the late 1990s. This article contains the self-study of three teacher educators at different Japanese universities. All three of us believe that helping students cultivate their shutaisei should be an important part of our teaching practices; however, framing shutaisei and pursuing it in practice poses complex dilemmas. In this article, we explore our individual understandings of shutaisei’s meaning in theory and practice, and reflect on how and why we considered it in these ways. We discussed our practices every two weeks online; all the conversations were videotaped and analyzed. Ultimately, through this self-study, we (teacher educators) found: (1) We had defined what shutaisei means based on our own educational experiences; and (2) We had suggested our own shutaisei to the students without being aware that it is based on our own educational experience. Teacher education institutions, we recommend, should provide opportunities for faculty members to explore themselves and their practices.

KEYWORDS:

• Agency
• self-study
• subjectivity
• teacher educator
• university-based teacher education

Acknowledgements

We would like to thank Editage (www.editage.com) for English language editing.

Disclosure Statement

In accordance with Taylor & Francis’ policies and our ethical obligations as researchers, the authors report that there are no relevant competing interests to declare.

Notes

1. 　Yu’s university became a public university in April 2022.

2. With increased consideration for the diversity and human rights of children in school, there has been a growing social movement to review school rules. Teachers giving guidance on students with bright natural hair has also become controversial in two to three years.

Additional information

Funding

This work was supported by the Japanese Society for the Promotion of Science KAKENHI under Grant Number JP Kaken, JP21K02472.