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Karazin Kharkiv National University</a>, <a class="u-tcGrayDarker" href="https://kharkov-ua.academia.edu/Departments/Foreign_Languages/Documents">Foreign Languages</a>, <span class="u-tcGrayDarker">Department Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Olha" data-follow-user-id="216497208" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="216497208"><span class="material-symbols-outlined" style="font-size: 20px" 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class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Lecturer of Japanese and English languages, PhD in Pedagogy, Associate professor at the Department of Foreign Languages for Professional Purposes, V.N.Karazin Kharkiv National University<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="216497208">View All (10)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="216497208" href="https://www.academia.edu/Documents/in/Japanese_Studies"><div id="js-react-on-rails-context" style="display:none" 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class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Olha Luchenko</h3></div><div class="js-work-strip profile--work_container" data-work-id="122892275"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122892275/The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching"><img alt="Research paper thumbnail of The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching" class="work-thumbnail" src="https://attachments.academia-assets.com/117458195/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122892275/The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching">The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching</a></div><div class="wp-workCard_item"><span>Advanced Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93bc925d274b7bb3bc438b6ad4ea13eb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117458195,"asset_id":122892275,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117458195/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122892275"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122892275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122892275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122892275]").text(description); $(".js-view-count[data-work-id=122892275]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122892275; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122892275']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122892275, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "93bc925d274b7bb3bc438b6ad4ea13eb" } } $('.js-work-strip[data-work-id=122892275]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122892275,"title":"The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching","translated_title":"","metadata":{"doi":"10.20535/2410-8286.297391","abstract":"Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Advanced Education"},"translated_abstract":"Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.","internal_url":"https://www.academia.edu/122892275/The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching","translated_internal_url":"","created_at":"2024-08-15T00:43:57.950-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42227269,"work_id":122892275,"tagging_user_id":216497208,"tagged_user_id":216497208,"co_author_invite_id":8219742,"email":"l***a@gmail.com","affiliation":"Comenius University","display_order":1,"name":"Olha Luchenko","title":"The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching"},{"id":42227270,"work_id":122892275,"tagging_user_id":216497208,"tagged_user_id":326844193,"co_author_invite_id":8157395,"email":"y***u@gmail.com","display_order":2,"name":"Євген Червінко","title":"The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching"}],"downloadable_attachments":[{"id":117458195,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117458195/thumbnails/1.jpg","file_name":"Luchenko_Doronina_Chervinko_published_.pdf","download_url":"https://www.academia.edu/attachments/117458195/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Use_of_English_Medium_Instruction_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117458195/Luchenko_Doronina_Chervinko_published_-libre.pdf?1723709436=\u0026response-content-disposition=attachment%3B+filename%3DThe_Use_of_English_Medium_Instruction_in.pdf\u0026Expires=1733005838\u0026Signature=P7QUbNErKFNQ~WOGczrDEFgIKWtFrYJikn~k1nsMod5drZiizRBfxHnhdrK-qRmHztZnl6CvWWgS4aJ6V-H52M1NYMLtKx5rdVwsFdkDc66QPfODCZlHcC7jpFQZ6iFc8rm3icD~VW2jOjKu5UM3fyWHOHH4Q4VtPgzieCTPMtxztCxJo0~CoJwZc3yDTInQ5aIBfV0Iz2NzfPRzFpRcwtA-LdNZPJ35348JuQwu5Y3lKO~asc9FV2pO1Hz8NlWn~-Cgg2esqVRXV-90l76-xZLVILuzWPqpOZIWizi6KLI0SpFlqlA7qMCSM-6MFxmXFQAu3uUrLcKID~Q~aMxYHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":117458195,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117458195/thumbnails/1.jpg","file_name":"Luchenko_Doronina_Chervinko_published_.pdf","download_url":"https://www.academia.edu/attachments/117458195/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Use_of_English_Medium_Instruction_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117458195/Luchenko_Doronina_Chervinko_published_-libre.pdf?1723709436=\u0026response-content-disposition=attachment%3B+filename%3DThe_Use_of_English_Medium_Instruction_in.pdf\u0026Expires=1733005838\u0026Signature=P7QUbNErKFNQ~WOGczrDEFgIKWtFrYJikn~k1nsMod5drZiizRBfxHnhdrK-qRmHztZnl6CvWWgS4aJ6V-H52M1NYMLtKx5rdVwsFdkDc66QPfODCZlHcC7jpFQZ6iFc8rm3icD~VW2jOjKu5UM3fyWHOHH4Q4VtPgzieCTPMtxztCxJo0~CoJwZc3yDTInQ5aIBfV0Iz2NzfPRzFpRcwtA-LdNZPJ35348JuQwu5Y3lKO~asc9FV2pO1Hz8NlWn~-Cgg2esqVRXV-90l76-xZLVILuzWPqpOZIWizi6KLI0SpFlqlA7qMCSM-6MFxmXFQAu3uUrLcKID~Q~aMxYHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language"},{"id":25811,"name":"Teaching Japanese as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Japanese_as_a_Foreign_Language"},{"id":52621,"name":"Japanese Language","url":"https://www.academia.edu/Documents/in/Japanese_Language"},{"id":55515,"name":"Multilingual Education","url":"https://www.academia.edu/Documents/in/Multilingual_Education"},{"id":189097,"name":"English as a medium of instruction","url":"https://www.academia.edu/Documents/in/English_as_a_medium_of_instruction"},{"id":295472,"name":"Native Speaker/non-Native Speaker Teachers of English","url":"https://www.academia.edu/Documents/in/Native_Speaker_non-Native_Speaker_Teachers_of_English"},{"id":504968,"name":"Language of Instruction","url":"https://www.academia.edu/Documents/in/Language_of_Instruction"},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120035157"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120035157/Possible_Factors_Influencing_the_Willingness_to_Use_English_in_Teaching_Japanese_as_a_Foreign_Language_by_Non_native_Speakers"><img alt="Research paper thumbnail of Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-native Speakers" class="work-thumbnail" src="https://attachments.academia-assets.com/115316293/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120035157/Possible_Factors_Influencing_the_Willingness_to_Use_English_in_Teaching_Japanese_as_a_Foreign_Language_by_Non_native_Speakers">Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-native Speakers</a></div><div class="wp-workCard_item"><span>Sustainable Multilingualism</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, teachers have had students from diverse language and cultural backgrounds in the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers' practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed 274 teachers' responses to the questionnaire "Teaching the Japanese language in multilingual classrooms-English medium instruction approach (EMI)". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from 57 predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers' work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers' language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a254b1013a9b0e6e997d2ed3542570e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115316293,"asset_id":120035157,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115316293/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120035157"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120035157"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120035157; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120035157]").text(description); $(".js-view-count[data-work-id=120035157]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120035157; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120035157']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 120035157, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a254b1013a9b0e6e997d2ed3542570e1" } } $('.js-work-strip[data-work-id=120035157]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120035157,"title":"Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-native Speakers","translated_title":"","metadata":{"doi":"10.2478/sm-2024-0003","abstract":"In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers' practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed 274 teachers' responses to the questionnaire \"Teaching the Japanese language in multilingual classrooms-English medium instruction approach (EMI)\". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from 57 predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers' work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. 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Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed 274 teachers' responses to the questionnaire \"Teaching the Japanese language in multilingual classrooms-English medium instruction approach (EMI)\". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from 57 predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers' work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116874711"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116874711/Exploring_Staffing_Patterns_and_Multilingual_Classrooms_in_Teaching_Japanese_as_a_Foreign_Language"><img alt="Research paper thumbnail of Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/115317003/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116874711/Exploring_Staffing_Patterns_and_Multilingual_Classrooms_in_Teaching_Japanese_as_a_Foreign_Language">Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language</a></div><div class="wp-workCard_item"><span>SOCIETY. INTEGRATION. EDUCATION</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Multilingual classrooms are becoming more common worldwide due to increasing mobility. Teaching ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Multilingual classrooms are becoming more common worldwide due to increasing <br />mobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. The wide geographic distribution of the respondents (274 teachers from 57 countries and <br />regions) made it possible to collect data from a more representative sample and draw <br />meaningful conclusions about the spread of multilingual classrooms that would be impossible in smaller-scale research. The study’s primary results show the proportion of multilingual classrooms among countries in different regions and across different educational stages, the distribution of Japanese language instructors in various educational stages depending on the highest level of formal education attained, and the proportion of part-time instructors working in different academic institutions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="733497668b3121ffd284e42ffdc89b1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115317003,"asset_id":116874711,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115317003/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116874711"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116874711"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116874711; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116874711]").text(description); $(".js-view-count[data-work-id=116874711]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116874711; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116874711']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 116874711, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "733497668b3121ffd284e42ffdc89b1a" } } $('.js-work-strip[data-work-id=116874711]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116874711,"title":"Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language","translated_title":"","metadata":{"doi":"10.17770/sie2024vol2.7891","volume":"2","abstract":"Multilingual classrooms are becoming more common worldwide due to increasing\r\nmobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116773967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116773967/Out_Of_School_Training_and_Its_Role_in_Supporting_Beginning_Teachers_During_the_Induction_Program_in_Japan"><img alt="Research paper thumbnail of Out-Of-School Training and Its Role in Supporting Beginning Teachers During the Induction Program in Japan" class="work-thumbnail" src="https://attachments.academia-assets.com/112810190/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116773967/Out_Of_School_Training_and_Its_Role_in_Supporting_Beginning_Teachers_During_the_Induction_Program_in_Japan">Out-Of-School Training and Its Role in Supporting Beginning Teachers During the Induction Program in Japan</a></div><div class="wp-workCard_item"><span>Human Studies Series of Pedagogy</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article studies the out-of-school part of the teacher induction program in Japan. Based on th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article studies the out-of-school part of the teacher induction program in Japan. Based on the analysis of the Japanese researchers’ views on the topic, the article characterizes some issues of initial professional adaptation, professional and social maladjustment, the notion of “reality shock”, and the ways to prevent and manage beginning teachers’ maladjustment. A literature review on the problem of the out-of-school component of teacher induction showed that the information is somewhat limited because some studies de-emphasize this part as less important than the in-school one. To gain a better understanding of the goals, content, forms, evaluation methods, and duration of the mandatory out-of-school component of teacher induction programs in Japan, several interviews were conducted at the Prefectural Education Centers during the two-month Japan Foundation grant program at the Kansai Japanese Language Center. The analysis of the guidebooks provided to teachers at Saitama and ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="428d720a998c58f0ca9318d294a56429" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112810190,"asset_id":116773967,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112810190/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116773967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116773967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116773967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116773967]").text(description); $(".js-view-count[data-work-id=116773967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116773967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116773967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 116773967, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "428d720a998c58f0ca9318d294a56429" } } $('.js-work-strip[data-work-id=116773967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116773967,"title":"Out-Of-School Training and Its Role in Supporting Beginning Teachers During the Induction Program in Japan","translated_title":"","metadata":{"abstract":"The article studies the out-of-school part of the teacher induction program in Japan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104559294"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104559294/Application_of_the_Positive_Japanese_Experience_for_Teacher_Induction_in_Slovakia"><img alt="Research paper thumbnail of Application of the Positive Japanese Experience for Teacher Induction in Slovakia" class="work-thumbnail" src="https://attachments.academia-assets.com/104256118/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104559294/Application_of_the_Positive_Japanese_Experience_for_Teacher_Induction_in_Slovakia">Application of the Positive Japanese Experience for Teacher Induction in Slovakia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uniba.academia.edu/OlhaLuchenko">Olha Luchenko</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/OlhaDoronina">Olha Doronina</a></span></div><div class="wp-workCard_item"><span>Studia Orientalia Slovaca</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Improvement of the existing induction system for novice teachers in Slovakia has become a current...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Improvement of the existing induction system for novice teachers in Slovakia has become a current issue. In light of the high level of teacher attrition, an upcoming problem of teacher shortage, and their early drop-out from the profession, the government has to introduce the necessary amendments to the current system of teacher’s professional adaptation to work and develop effective policies to attract and retain teachers in the<br />teaching profession. The survey results, conducted among the novice teachers from secondary schools in Slovakia, showed the aspects of the early stage of teachers’ development program that need to be addressed. After analyzing the positive experience of the existing program in Japan that provides effective support for novice teachers, some recommendations have been offered..</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e828913e06205dc34627cc5cbf3e855f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104256118,"asset_id":104559294,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104256118/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104559294"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104559294"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104559294; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104559294]").text(description); $(".js-view-count[data-work-id=104559294]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104559294; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104559294']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104559294, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e828913e06205dc34627cc5cbf3e855f" } } $('.js-work-strip[data-work-id=104559294]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104559294,"title":"Application of the Positive Japanese Experience for Teacher Induction in Slovakia","translated_title":"","metadata":{"abstract":"Improvement of the existing induction system for novice teachers in Slovakia has become a current issue. In light of the high level of teacher attrition, an upcoming problem of teacher shortage, and their early drop-out from the profession, the government has to introduce the necessary amendments to the current system of teacher’s professional adaptation to work and develop effective policies to attract and retain teachers in the\nteaching profession. The survey results, conducted among the novice teachers from secondary schools in Slovakia, showed the aspects of the early stage of teachers’ development program that need to be addressed. After analyzing the positive experience of the existing program in Japan that provides effective support for novice teachers, some recommendations have been offered..","ai_title_tag":"Enhancing Teacher Induction in Slovakia: Lessons from Japan","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Studia Orientalia Slovaca"},"translated_abstract":"Improvement of the existing induction system for novice teachers in Slovakia has become a current issue. In light of the high level of teacher attrition, an upcoming problem of teacher shortage, and their early drop-out from the profession, the government has to introduce the necessary amendments to the current system of teacher’s professional adaptation to work and develop effective policies to attract and retain teachers in the\nteaching profession. The survey results, conducted among the novice teachers from secondary schools in Slovakia, showed the aspects of the early stage of teachers’ development program that need to be addressed. After analyzing the positive experience of the existing program in Japan that provides effective support for novice teachers, some recommendations have been offered..","internal_url":"https://www.academia.edu/104559294/Application_of_the_Positive_Japanese_Experience_for_Teacher_Induction_in_Slovakia","translated_internal_url":"","created_at":"2023-07-14T03:30:10.467-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":40107533,"work_id":104559294,"tagging_user_id":216497208,"tagged_user_id":276742465,"co_author_invite_id":null,"email":"o***a@karazin.ua","display_order":1,"name":"Olha Doronina","title":"Application of the Positive Japanese Experience for Teacher Induction in Slovakia"}],"downloadable_attachments":[{"id":104256118,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104256118/thumbnails/1.jpg","file_name":"Luchenko_Doronina_SOS_22_1.pdf","download_url":"https://www.academia.edu/attachments/104256118/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Application_of_the_Positive_Japanese_Exp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104256118/Luchenko_Doronina_SOS_22_1-libre.pdf?1689335036=\u0026response-content-disposition=attachment%3B+filename%3DApplication_of_the_Positive_Japanese_Exp.pdf\u0026Expires=1733005838\u0026Signature=P2pc~I67V49uhRx5IHcyOH6QQB4UcnrnO~bFqE2cyxvqGfGzVTurzcY7ybqsQW4tID8gMz6lU~f-IqqEB87bt6t189Obp8UJe7Pac5g34dGdGtv7wo2KEYq0ZFWvYySTrpWEGJrDn3Pq3RdOunmFzMg~4kGL~yCIU9b7CFSlrRGOKLs2zo32XRvC~iuGZfZUZGZaYIHsK-Nb2deP4SIlPC1XTViNOcuFeV3dX1wbkSeRFWu7A1YAaNClnbLplBGY6RSa0O0L3mIQ2ZxRmz9eIllf4hDA0e1Do5mo0itpD4CxFRE9Je60PKxQBk7TKXtLEjMBYhifa7glZ-rpQCxnTA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Application_of_the_Positive_Japanese_Experience_for_Teacher_Induction_in_Slovakia","translated_slug":"","page_count":32,"language":"en","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":104256118,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104256118/thumbnails/1.jpg","file_name":"Luchenko_Doronina_SOS_22_1.pdf","download_url":"https://www.academia.edu/attachments/104256118/download_file?st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Application_of_the_Positive_Japanese_Exp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104256118/Luchenko_Doronina_SOS_22_1-libre.pdf?1689335036=\u0026response-content-disposition=attachment%3B+filename%3DApplication_of_the_Positive_Japanese_Exp.pdf\u0026Expires=1733005838\u0026Signature=P2pc~I67V49uhRx5IHcyOH6QQB4UcnrnO~bFqE2cyxvqGfGzVTurzcY7ybqsQW4tID8gMz6lU~f-IqqEB87bt6t189Obp8UJe7Pac5g34dGdGtv7wo2KEYq0ZFWvYySTrpWEGJrDn3Pq3RdOunmFzMg~4kGL~yCIU9b7CFSlrRGOKLs2zo32XRvC~iuGZfZUZGZaYIHsK-Nb2deP4SIlPC1XTViNOcuFeV3dX1wbkSeRFWu7A1YAaNClnbLplBGY6RSa0O0L3mIQ2ZxRmz9eIllf4hDA0e1Do5mo0itpD4CxFRE9Je60PKxQBk7TKXtLEjMBYhifa7glZ-rpQCxnTA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":387,"name":"Japanese Studies","url":"https://www.academia.edu/Documents/in/Japanese_Studies"},{"id":17769,"name":"Professional Development","url":"https://www.academia.edu/Documents/in/Professional_Development"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1"},{"id":288016,"name":"Beginning Teachers","url":"https://www.academia.edu/Documents/in/Beginning_Teachers"},{"id":314739,"name":"Slovakia","url":"https://www.academia.edu/Documents/in/Slovakia"},{"id":750757,"name":"Novice teachers","url":"https://www.academia.edu/Documents/in/Novice_teachers"},{"id":982211,"name":"Mentorship of Beginning Teachers","url":"https://www.academia.edu/Documents/in/Mentorship_of_Beginning_Teachers"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104325505"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104325505/Out_of_school_training_and_its_role_in_supporting_beginning_teachers_during_the_induction_program_in_Japan"><img alt="Research paper thumbnail of Out-of-school training and its role in supporting beginning teachers during the induction program in Japan" class="work-thumbnail" src="https://attachments.academia-assets.com/104085612/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104325505/Out_of_school_training_and_its_role_in_supporting_beginning_teachers_during_the_induction_program_in_Japan">Out-of-school training and its role in supporting beginning teachers during the induction program in Japan</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uniba.academia.edu/OlhaLuchenko">Olha Luchenko</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/OlhaDoronina">Olha Doronina</a></span></div><div class="wp-workCard_item"><span>Human Studies. Series of Pedagogy.</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article studies the out-of-school part of the teacher induction program in Japan. Based on th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article studies the out-of-school part of the teacher induction program in Japan. Based on the analysis of the Japanese researchers’ views on the topic, the article characterizes some issues of initial professional adaptation, professional and social maladjustment, the notion of “reality shock”, and the ways to prevent and manage beginning teachers’ maladjustment. A literature review on the problem of the out-of-school component of teacher induction showed that the information is somewhat limited because some studies de-emphasize this part as less important than the in-school one. To gain a better understanding of the goals, content, forms, evaluation methods, and duration of the mandatory out-of-school component of teacher induction programs in Japan, several interviews were conducted at the Prefectural Education Centers during the two-month Japan Foundation grant program at the Kansai Japanese Language Center. <br />The analysis of the guidebooks provided to teachers at Saitama and Osaka education centers gives insight into such issues as the teachers’ self-assessment and self-analysis that is conducted by filling out “My portfolio” pages. Besides continuing teacher development, the paper also examines various general activities of education centers, such as educational counseling, which is considered particularly important.<br />The results show that mandatory postgraduate teacher training in Japan follows a standardized structure recommended by the Ministry of Education. However, the implementation of the internship program is the responsibility of each Prefectural Board of Education. As a result, the number of sessions, methods, and content of the program can vary substantially based on each local administrative body’s priorities and needs, making it rather decentralized.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="957cd8a3b725ef091356fd11158a80d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104085612,"asset_id":104325505,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104085612/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104325505"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104325505"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104325505; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104325505]").text(description); $(".js-view-count[data-work-id=104325505]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104325505; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104325505']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104325505, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "957cd8a3b725ef091356fd11158a80d3" } } $('.js-work-strip[data-work-id=104325505]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104325505,"title":"Out-of-school training and its role in supporting beginning teachers during the induction program in Japan","translated_title":"","metadata":{"doi":"10.24919/2413-2039.16/48.21","abstract":"The article studies the out-of-school part of the teacher induction program in Japan. 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A literature review on the problem of the out-of-school component of teacher induction showed that the information is somewhat limited because some studies de-emphasize this part as less important than the in-school one. To gain a better understanding of the goals, content, forms, evaluation methods, and duration of the mandatory out-of-school component of teacher induction programs in Japan, several interviews were conducted at the Prefectural Education Centers during the two-month Japan Foundation grant program at the Kansai Japanese Language Center. \nThe analysis of the guidebooks provided to teachers at Saitama and Osaka education centers gives insight into such issues as the teachers’ self-assessment and self-analysis that is conducted by filling out “My portfolio” pages. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101010489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101010489/Entering_the_Teaching_Profession_in_Slovakia"><img alt="Research paper thumbnail of Entering the Teaching Profession in Slovakia" class="work-thumbnail" src="https://attachments.academia-assets.com/101668325/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101010489/Entering_the_Teaching_Profession_in_Slovakia">Entering the Teaching Profession in Slovakia</a></div><div class="wp-workCard_item"><span>Educational Challenges</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article studies the current state of the teacher induction process in Slovakia, namely the pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article studies the current state of the teacher induction process in<br />Slovakia, namely the prerequisites for entering the teaching profession. The focus of the current research is the following: the attractiveness of the teaching profession and its influence on the decision-making of future<br />students of pedagogical major, teacher job satisfaction level, the proportion of education requirements for subject knowledge and teaching practice, availability of the profession, the assistance in the search for open positions and vacancies, probation period as a filter to the teaching occupation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="79e265c7692f14281d7cb9c2a20d7708" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101668325,"asset_id":101010489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101668325/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101010489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101010489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101010489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101010489]").text(description); $(".js-view-count[data-work-id=101010489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101010489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101010489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101010489, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "79e265c7692f14281d7cb9c2a20d7708" } } $('.js-work-strip[data-work-id=101010489]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101010489,"title":"Entering the Teaching Profession in Slovakia","translated_title":"","metadata":{"doi":"10.34142/2709-7986.2023.28.1.09","abstract":"The article studies the current state of the teacher induction process in\nSlovakia, namely the prerequisites for entering the teaching profession. 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Pedagogy and Psychology</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Стаття досліджує становлення і розвиток системи професійної адаптації вчителів-початківців у Япон...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Стаття досліджує становлення і розвиток системи професійної адаптації вчителів-початківців у Японії. На основі історичного аналізу системи підготовки на робочому місці було зроблено висновок, що первісна професійна адаптація вчителів-початківців здійснювалася як її частина з початку заснування нової освітньої системи у 1872 році. Було виявлено, що з епохи Мейдзі з метою усунення професійної некомпетентності та підвищення педагогічної майстерності практикувалися первинні форми сучасної практики підготовки вчителів-початківців. Результатом проведеного дослідження було запропонування періодизації основних етапів розвитку системи професійної адаптації вчителів-початківців у Японії</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="81d7b5a012add79350f2f69dc08f1731" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100982930,"asset_id":100056728,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100982930/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100056728"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100056728"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100056728; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100056728]").text(description); $(".js-view-count[data-work-id=100056728]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100056728; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100056728']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100056728, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "81d7b5a012add79350f2f69dc08f1731" } } $('.js-work-strip[data-work-id=100056728]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100056728,"title":"Становлення і розвиток системи професійної адаптації вчителів-початківців як частини підготовки на робочому місці в Японії","translated_title":"","metadata":{"abstract":"Стаття досліджує становлення і розвиток системи професійної адаптації вчителів-початківців у Японії. 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Integration. Education. Proceedings of the international scientific conference (Rezekne,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Society. Integration. Education. Proceedings of the international scientific conference (Rezekne, May 25th-26th, 2018), Vol. V, 100-112.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64a86cb838869a8051ab6ef34a338b67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100982599,"asset_id":100056306,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100982599/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100056306"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100056306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100056306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100056306]").text(description); $(".js-view-count[data-work-id=100056306]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100056306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100056306']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100056306, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64a86cb838869a8051ab6ef34a338b67" } } $('.js-work-strip[data-work-id=100056306]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100056306,"title":"Образование как агент ресоциализации пожилых людей","translated_title":"","metadata":{"doi":"10.17770/sie2018vol1.3190","volume":"5","abstract":"Society. 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Каразіна «Проблеми січасної освіти» </span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">В статье обсуждается текущее состояние изучения японского языка в мире. В результате исследования...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">В статье обсуждается текущее состояние изучения японского языка<br />в мире. В результате исследования, в Украине был выявлен период<br />уменьшения количества учреждений, в которых изучают японский язык. Проанализировав статистические данные относительно количества подобных учреждений, была выявлена нехарактерность такой ситуации для того же периода в остальных странах восточной Европы. Рассматриваются актуальные проблемы преподавания и новые разработки в области обучения японскому языку. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100052618"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100052618/%D0%A1%D1%83%D1%87%D0%B0%D1%81%D0%BD%D1%96_%D1%82%D0%B5%D0%BD%D0%B4%D0%B5%D0%BD%D1%86%D1%96%D1%97_%D1%80%D0%BE%D0%B7%D0%B2%D0%B8%D1%82%D0%BA%D1%83_%D1%81%D0%B8%D1%81%D0%B5%D0%BC%D0%B8_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BF%D1%96%D0%B4%D0%B3%D0%BE%D1%82%D0%BE%D0%B2%D0%BA%D0%B8_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D1%83_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Сучасні тенденції розвитку сисеми професійної підготовки вчителів у Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100979960/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100052618/%D0%A1%D1%83%D1%87%D0%B0%D1%81%D0%BD%D1%96_%D1%82%D0%B5%D0%BD%D0%B4%D0%B5%D0%BD%D1%86%D1%96%D1%97_%D1%80%D0%BE%D0%B7%D0%B2%D0%B8%D1%82%D0%BA%D1%83_%D1%81%D0%B8%D1%81%D0%B5%D0%BC%D0%B8_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BF%D1%96%D0%B4%D0%B3%D0%BE%D1%82%D0%BE%D0%B2%D0%BA%D0%B8_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D1%83_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Сучасні тенденції розвитку сисеми професійної підготовки вчителів у Японії</a></div><div class="wp-workCard_item"><span>Наукові записки кафедри педагогіки</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті проаналізовано основні принципи підготовки вчителів у Японії та систему їх сертифікації....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті проаналізовано основні принципи підготовки вчителів у<br />Японії та систему їх сертифікації. Висвітлено головні соціальні зміни і<br />їх вплив на сферу вищої освіти. Розглянуто національну політику щодо реформування системи професійної підготовки вчителів. Визначені проблеми педагогічної освіти в Японії та останні зміни, спрямовані на подолання цих труднощів. Досліджено заходи, яких вживає уряд для покращення стандартів якості підготовки вчителів і розвитку їх компетенції: поправки до Закону про сертифікацію педагогічних працівників, пропозиції щодо навчального плану педагогічних університетів.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a4db08c240f052f64cfa2454895fd771" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100979960,"asset_id":100052618,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100979960/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100052618"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100052618"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100052618; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100052618]").text(description); $(".js-view-count[data-work-id=100052618]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100052618; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100052618']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100052618, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a4db08c240f052f64cfa2454895fd771" } } $('.js-work-strip[data-work-id=100052618]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100052618,"title":"Сучасні тенденції розвитку сисеми професійної підготовки вчителів у Японії","translated_title":"","metadata":{"abstract":"У статті проаналізовано основні принципи підготовки вчителів у\nЯпонії та систему їх сертифікації. Висвітлено головні соціальні зміни і\nїх вплив на сферу вищої освіти. Розглянуто національну політику щодо реформування системи професійної підготовки вчителів. Визначені проблеми педагогічної освіти в Японії та останні зміни, спрямовані на подолання цих труднощів. Досліджено заходи, яких вживає уряд для покращення стандартів якості підготовки вчителів і розвитку їх компетенції: поправки до Закону про сертифікацію педагогічних працівників, пропозиції щодо навчального плану педагогічних університетів.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Наукові записки кафедри педагогіки"},"translated_abstract":"У статті проаналізовано основні принципи підготовки вчителів у\nЯпонії та систему їх сертифікації. Висвітлено головні соціальні зміни і\nїх вплив на сферу вищої освіти. Розглянуто національну політику щодо реформування системи професійної підготовки вчителів. Визначені проблеми педагогічної освіти в Японії та останні зміни, спрямовані на подолання цих труднощів. 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обґрунтовано необхідність участі України в міжнародних дослідницьких проектах як однієї з умов проведення ефективного реформування галузі освіти. Ключові слова: освіта в Японії, реформи освіти, міжнародна дослідницька програма PISA.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0cc42f65d095eef7185b6ea1989222e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100979290,"asset_id":100051744,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100979290/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100051744"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100051744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100051744; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100051744]").text(description); $(".js-view-count[data-work-id=100051744]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100051744; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100051744']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100051744, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0cc42f65d095eef7185b6ea1989222e" } } $('.js-work-strip[data-work-id=100051744]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100051744,"title":"Останні тенденції й події в урядовій політиці з питання освіти в Японії","translated_title":"","metadata":{"abstract":"У статті проаналізовано зміни, яких зазнала освіта в Японії, та чинники, які сприяли її реформуванню, починаючи з другої половини XIX ст.; обґрунтовано необхідність участі України в міжнародних дослідницьких проектах як однієї з умов проведення ефективного реформування галузі освіти. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100051429"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100051429/%D0%A1%D1%83%D1%87%D0%B0%D1%81%D0%BD%D1%96_%D0%B2%D0%B8%D0%BC%D0%BE%D0%B3%D0%B8_%D0%B4%D0%BE_%D1%8F%D0%BA%D0%BE%D1%81%D1%82%D1%96_%D1%80%D0%B5%D0%B7%D1%83%D0%BB%D1%8C%D1%82%D0%B0%D1%82%D1%83_%D0%BD%D0%B0%D0%B2%D1%87%D0%B0%D0%BD%D0%BD%D1%8F_%D1%82%D0%B0_%D0%B2%D1%96%D0%B4%D0%BF%D0%BE%D0%B2%D1%96%D0%B4%D0%BD%D1%96_%D0%B7%D0%BC%D1%96%D0%BD%D0%B8_%D0%B2_%D1%81%D0%B8%D1%81%D1%82%D0%B5%D0%BC%D1%96_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Сучасні вимоги до якості результату навчання та відповідні зміни в системі освіти Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100979080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100051429/%D0%A1%D1%83%D1%87%D0%B0%D1%81%D0%BD%D1%96_%D0%B2%D0%B8%D0%BC%D0%BE%D0%B3%D0%B8_%D0%B4%D0%BE_%D1%8F%D0%BA%D0%BE%D1%81%D1%82%D1%96_%D1%80%D0%B5%D0%B7%D1%83%D0%BB%D1%8C%D1%82%D0%B0%D1%82%D1%83_%D0%BD%D0%B0%D0%B2%D1%87%D0%B0%D0%BD%D0%BD%D1%8F_%D1%82%D0%B0_%D0%B2%D1%96%D0%B4%D0%BF%D0%BE%D0%B2%D1%96%D0%B4%D0%BD%D1%96_%D0%B7%D0%BC%D1%96%D0%BD%D0%B8_%D0%B2_%D1%81%D0%B8%D1%81%D1%82%D0%B5%D0%BC%D1%96_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Сучасні вимоги до якості результату навчання та відповідні зміни в системі освіти Японії</a></div><div class="wp-workCard_item"><span>Педагогіка формування творчої особистості у вищій і загальноосвітній школах</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті висвітлено останні зміни, яких зазнала початкова й середня освіта в Японії; проаналізова...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті висвітлено останні зміни, яких зазнала початкова й середня освіта в Японії; проаналізовано вплив “переглянутого курсу навчання 2008 р.” на навчальні дисципліни на прикладі початкової школи. Розглянуто зв’язок між сучасними вимогами до результату навчання та нововведеннями, які уряд Японії впроваджує останнім часом.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2532bd345d0329a21a9ae669a543234a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100979080,"asset_id":100051429,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100979080/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100051429"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100051429"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100051429; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100051429]").text(description); $(".js-view-count[data-work-id=100051429]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100051429; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100051429']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100051429, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2532bd345d0329a21a9ae669a543234a" } } $('.js-work-strip[data-work-id=100051429]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100051429,"title":"Сучасні вимоги до якості результату навчання та відповідні зміни в системі освіти Японії","translated_title":"","metadata":{"abstract":"У статті висвітлено останні зміни, яких зазнала початкова й середня освіта в Японії; проаналізовано вплив “переглянутого курсу навчання 2008 р.” на навчальні дисципліни на прикладі початкової школи. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100046699"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100046699/%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%8F%D0%BA_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%BE_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%B0_%D0%BF%D1%80%D0%BE%D0%B1%D0%BB%D0%B5%D0%BC%D0%B0_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Дезадаптація вчителів-початківців як психолого-педагогічна проблема професійної освіти в Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100975522/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100046699/%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%8F%D0%BA_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%BE_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%B0_%D0%BF%D1%80%D0%BE%D0%B1%D0%BB%D0%B5%D0%BC%D0%B0_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Дезадаптація вчителів-початківців як психолого-педагогічна проблема професійної освіти в Японії</a></div><div class="wp-workCard_item"><span>Збірник наукових праць «Педагогіка та психологія»</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптаці...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптації. Розкрито психолого-педагогічну сутність поняття «дезадаптація». Проаналізовано різноманіття наукових визначень поняття «шок при зіткненні з реальністю», прийнятих у психологопедагогічних літературних джерелах, стосовно молодих учителів. Досліджено типи і причини дезадаптації вчителів-початківців. Проаналізовано чинники, які можна покращити з метою попередження початкової дезадаптації. Стаття також висвітлює чинники після працевлаштування, які важливі для управління дезадаптацією. Ключові слова: учителі-початківці,професійна освіта в Японії,типи і причини дезадаптації,шок при зіткненні з реальністю, попередження початкової дезадаптації, чинники адаптації, управління дезадаптацією.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c66e5c0358e39f15e2e14558b9ad3577" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100975522,"asset_id":100046699,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100975522/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100046699"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100046699"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100046699; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100046699]").text(description); $(".js-view-count[data-work-id=100046699]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100046699; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100046699']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100046699, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c66e5c0358e39f15e2e14558b9ad3577" } } $('.js-work-strip[data-work-id=100046699]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100046699,"title":"Дезадаптація вчителів-початківців як психолого-педагогічна проблема професійної освіти в Японії","translated_title":"","metadata":{"doi":"10.5281/zenodo.33340","abstract":"У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптації. Розкрито психолого-педагогічну сутність поняття «дезадаптація». Проаналізовано різноманіття наукових визначень поняття «шок при зіткненні з реальністю», прийнятих у психологопедагогічних літературних джерелах, стосовно молодих учителів. Досліджено типи і причини дезадаптації вчителів-початківців. Проаналізовано чинники, які можна покращити з метою попередження початкової дезадаптації. Стаття також висвітлює чинники після працевлаштування, які важливі для управління дезадаптацією. Ключові слова: учителі-початківці,професійна освіта в Японії,типи і причини дезадаптації,шок при зіткненні з реальністю, попередження початкової дезадаптації, чинники адаптації, управління дезадаптацією.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Збірник наукових праць «Педагогіка та психологія»"},"translated_abstract":"У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптації. Розкрито психолого-педагогічну сутність поняття «дезадаптація». Проаналізовано різноманіття наукових визначень поняття «шок при зіткненні з реальністю», прийнятих у психологопедагогічних літературних джерелах, стосовно молодих учителів. Досліджено типи і причини дезадаптації вчителів-початківців. Проаналізовано чинники, які можна покращити з метою попередження початкової дезадаптації. Стаття також висвітлює чинники після працевлаштування, які важливі для управління дезадаптацією. Ключові слова: учителі-початківці,професійна освіта в Японії,типи і причини дезадаптації,шок при зіткненні з реальністю, попередження початкової дезадаптації, чинники адаптації, управління дезадаптацією.","internal_url":"https://www.academia.edu/100046699/%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%8F%D0%BA_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%BE_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%B0_%D0%BF%D1%80%D0%BE%D0%B1%D0%BB%D0%B5%D0%BC%D0%B0_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97","translated_internal_url":"","created_at":"2023-04-11T07:03:31.286-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100975522,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100975522/thumbnails/1.jpg","file_name":"4_Дезадаптація_початківців_2015.pdf","download_url":"https://www.academia.edu/attachments/100975522/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100975522.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100975522/4_%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_2015-libre.pdf?1681244686=\u0026response-content-disposition=attachment%3B+filename%3D100975522.pdf\u0026Expires=1733005839\u0026Signature=a5XUqdDKpA90buKZ4cRHiw7X6QzNUP8iFXYO8SHehffdtzrO-MB3hXXYOQNRdOl79gb2o9QdVP-qfkIgjDNALeyxHtPRrwoUiiJsUHVs7JaapF3~0TtWJijhHPqItGz0UDVd9wjkdWtXMkjPWWdi3988a2XBR9bpd6SlrfJkv4zEHjZncJ7fhuTnDS7oMngv2YKWK2QlH7dsXqI6uKqRhoIPWK6kPR3gaQ1pNwJsxwtY~ppWsOqo5CIQhJvO2lVDjYsIHsYxZPT5INUXhM9zovfSs03yJu4hvAuDv3fDXO3FL9BsqhNOlXaGiMARuEsQmXKEm1tszSMKN4r7vk~y9A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Дезадаптація_вчителів_початківців_як_психолого_педагогічна_проблема_професійної_освіти_в_Японії","translated_slug":"","page_count":null,"language":"ru","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":100975522,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100975522/thumbnails/1.jpg","file_name":"4_Дезадаптація_початківців_2015.pdf","download_url":"https://www.academia.edu/attachments/100975522/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100975522.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100975522/4_%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_2015-libre.pdf?1681244686=\u0026response-content-disposition=attachment%3B+filename%3D100975522.pdf\u0026Expires=1733005839\u0026Signature=a5XUqdDKpA90buKZ4cRHiw7X6QzNUP8iFXYO8SHehffdtzrO-MB3hXXYOQNRdOl79gb2o9QdVP-qfkIgjDNALeyxHtPRrwoUiiJsUHVs7JaapF3~0TtWJijhHPqItGz0UDVd9wjkdWtXMkjPWWdi3988a2XBR9bpd6SlrfJkv4zEHjZncJ7fhuTnDS7oMngv2YKWK2QlH7dsXqI6uKqRhoIPWK6kPR3gaQ1pNwJsxwtY~ppWsOqo5CIQhJvO2lVDjYsIHsYxZPT5INUXhM9zovfSs03yJu4hvAuDv3fDXO3FL9BsqhNOlXaGiMARuEsQmXKEm1tszSMKN4r7vk~y9A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3302938,"name":"дезадаптация","url":"https://www.academia.edu/Documents/in/%D0%B4%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D0%B8%D1%8F"},{"id":3326202,"name":"професійна освіта","url":"https://www.academia.edu/Documents/in/%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%B0_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B0"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100045645"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100045645/%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_%D1%96_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%8F_%D0%B2_%D1%8F%D0%BF%D0%BE%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%BC%D1%83_%D0%BA%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D1%96"><img alt="Research paper thumbnail of Стосунки наставника і вчителі-початківця в японському контексті" class="work-thumbnail" src="https://attachments.academia-assets.com/100974719/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100045645/%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_%D1%96_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%8F_%D0%B2_%D1%8F%D0%BF%D0%BE%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%BC%D1%83_%D0%BA%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D1%96">Стосунки наставника і вчителі-початківця в японському контексті</a></div><div class="wp-workCard_item"><span> Професіоналізм педагога: теоретичні й методичні аспекти</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історич...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історичних процесів. На побудову цих взаємин впливають традиційні поняття, які існують лише в Японії. Наставники відіграють значну роль у соціально-психологічній та професійній адаптації новопризначеного вчителя під час обов’язкової програми входження в професію, яка співпадає з випробувальним періодом. Успіх шкільної частини стажування значно залежить від міжособистісних стосунків, які сформуються між наставником і підопічним. У статті висвітлено унікальність формування їхніх взаємин під впливом складного культурного феномена «уті-сото». Метою статті є дослідження впливу культурно історичного принципу «уті-сото» на стосунки наставника і молодого вчителя в Японії. У статті зроблено висновок, що вирішальним фактором продуктивності їхньої співпраці є сприйняття новачка досвідченим учителем, як члена своєї групи «уті», що насамперед призводить до більш довірливого характеру спілкування і дає можливість попередити можливу дезадаптацію. У разі ставлення до початківця, як до стороннього із групи «сото», настанови досвідченого вчителя перестають бути консультативними і призводять до директивного характеру стосунків. Результати дослідження дають можливість подальшого творчого використання позитивного японського досвіду з професійної адаптації вчителів у перший рік після працевлаштування.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9328704e1c108c7102b20388648c9f93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100974719,"asset_id":100045645,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100974719/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100045645"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100045645"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100045645; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100045645]").text(description); $(".js-view-count[data-work-id=100045645]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100045645; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100045645']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100045645, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9328704e1c108c7102b20388648c9f93" } } $('.js-work-strip[data-work-id=100045645]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100045645,"title":"Стосунки наставника і вчителі-початківця в японському контексті","translated_title":"","metadata":{"issue":"7","abstract":"У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історичних процесів. На побудову цих взаємин впливають традиційні поняття, які існують лише в Японії. Наставники відіграють значну роль у соціально-психологічній та професійній адаптації новопризначеного вчителя під час обов’язкової програми входження в професію, яка співпадає з випробувальним періодом. Успіх шкільної частини стажування значно залежить від міжособистісних стосунків, які сформуються між наставником і підопічним. У статті висвітлено унікальність формування їхніх взаємин під впливом складного культурного феномена «уті-сото». Метою статті є дослідження впливу культурно історичного принципу «уті-сото» на стосунки наставника і молодого вчителя в Японії. У статті зроблено висновок, що вирішальним фактором продуктивності їхньої співпраці є сприйняття новачка досвідченим учителем, як члена своєї групи «уті», що насамперед призводить до більш довірливого характеру спілкування і дає можливість попередити можливу дезадаптацію. У разі ставлення до початківця, як до стороннього із групи «сото», настанови досвідченого вчителя перестають бути консультативними і призводять до директивного характеру стосунків. Результати дослідження дають можливість подальшого творчого використання позитивного японського досвіду з професійної адаптації вчителів у перший рік після працевлаштування.","page_numbers":"230-240","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":" Професіоналізм педагога: теоретичні й методичні аспекти"},"translated_abstract":"У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історичних процесів. На побудову цих взаємин впливають традиційні поняття, які існують лише в Японії. Наставники відіграють значну роль у соціально-психологічній та професійній адаптації новопризначеного вчителя під час обов’язкової програми входження в професію, яка співпадає з випробувальним періодом. Успіх шкільної частини стажування значно залежить від міжособистісних стосунків, які сформуються між наставником і підопічним. У статті висвітлено унікальність формування їхніх взаємин під впливом складного культурного феномена «уті-сото». Метою статті є дослідження впливу культурно історичного принципу «уті-сото» на стосунки наставника і молодого вчителя в Японії. У статті зроблено висновок, що вирішальним фактором продуктивності їхньої співпраці є сприйняття новачка досвідченим учителем, як члена своєї групи «уті», що насамперед призводить до більш довірливого характеру спілкування і дає можливість попередити можливу дезадаптацію. У разі ставлення до початківця, як до стороннього із групи «сото», настанови досвідченого вчителя перестають бути консультативними і призводять до директивного характеру стосунків. Результати дослідження дають можливість подальшого творчого використання позитивного японського досвіду з професійної адаптації вчителів у перший рік після працевлаштування.","internal_url":"https://www.academia.edu/100045645/%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_%D1%96_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%8F_%D0%B2_%D1%8F%D0%BF%D0%BE%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%BC%D1%83_%D0%BA%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D1%96","translated_internal_url":"","created_at":"2023-04-11T06:32:33.807-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100974719,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100974719/thumbnails/1.jpg","file_name":"10_Стосунки_наставника_2018.pdf","download_url":"https://www.academia.edu/attachments/100974719/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100974719.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100974719/10_%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_2018-libre.pdf?1681220108=\u0026response-content-disposition=attachment%3B+filename%3D100974719.pdf\u0026Expires=1733005839\u0026Signature=R8daSqEJzVBtcT6v7xDFu5VGavKVoKI3behKcodiM1jVou5rSlye4quLx6R8RjLN3MdnMJqlMq-4AoP-SD2zyhC8Xm0ad~aVoTjCUJXaYj6wt6EHh6FdHsAA3mtJItgcZ~xgvGJxnbCTcdbIvbsMxmsA-6PGTjxZbc1nC-Urfh6KchPMgZG8K~DjX6EtjOEhnJDisoxT5SpH6Vx84lfmv-tMzzFitFOfSQMipYFaaDUgPY0KEI5vvPf0sD859Y4RK~9G5z7ISwCkJPp8e6bk4r1sJqWr5vuzEi~YYcD80eyrAUE-dgxQBnANQPQosv8DlHpzcaeAi5LLiP63l6ujOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Стосунки_наставника_і_вчителі_початківця_в_японському_контексті","translated_slug":"","page_count":11,"language":"ru","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":100974719,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100974719/thumbnails/1.jpg","file_name":"10_Стосунки_наставника_2018.pdf","download_url":"https://www.academia.edu/attachments/100974719/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100974719.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100974719/10_%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_2018-libre.pdf?1681220108=\u0026response-content-disposition=attachment%3B+filename%3D100974719.pdf\u0026Expires=1733005839\u0026Signature=R8daSqEJzVBtcT6v7xDFu5VGavKVoKI3behKcodiM1jVou5rSlye4quLx6R8RjLN3MdnMJqlMq-4AoP-SD2zyhC8Xm0ad~aVoTjCUJXaYj6wt6EHh6FdHsAA3mtJItgcZ~xgvGJxnbCTcdbIvbsMxmsA-6PGTjxZbc1nC-Urfh6KchPMgZG8K~DjX6EtjOEhnJDisoxT5SpH6Vx84lfmv-tMzzFitFOfSQMipYFaaDUgPY0KEI5vvPf0sD859Y4RK~9G5z7ISwCkJPp8e6bk4r1sJqWr5vuzEi~YYcD80eyrAUE-dgxQBnANQPQosv8DlHpzcaeAi5LLiP63l6ujOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2597402,"name":"наставництво","url":"https://www.academia.edu/Documents/in/%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D1%86%D1%82%D0%B2%D0%BE"},{"id":3183562,"name":"професійна підготовка вчителів","url":"https://www.academia.edu/Documents/in/%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%B0_%D0%BF%D1%96%D0%B4%D0%B3%D0%BE%D1%82%D0%BE%D0%B2%D0%BA%D0%B0_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99432276"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99432276/%D0%9F%D0%B5%D1%80%D0%B5%D0%B4%D1%83%D0%BC%D0%BE%D0%B2%D0%B8_%D0%B7%D0%B0%D0%BF%D1%80%D0%BE%D0%B2%D0%B0%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%BF%D1%80%D0%BE%D0%B3%D1%80%D0%B0%D0%BC%D0%B8_%D0%B2%D1%85%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D1%83_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D1%8E_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Передумови запровадження програми входження вчителів у професію в Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100523778/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99432276/%D0%9F%D0%B5%D1%80%D0%B5%D0%B4%D1%83%D0%BC%D0%BE%D0%B2%D0%B8_%D0%B7%D0%B0%D0%BF%D1%80%D0%BE%D0%B2%D0%B0%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%BF%D1%80%D0%BE%D0%B3%D1%80%D0%B0%D0%BC%D0%B8_%D0%B2%D1%85%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D1%83_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D1%8E_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Передумови запровадження програми входження вчителів у професію в Японії</a></div><div class="wp-workCard_item"><span>Збірник наукових праць «Педагогіка та психологія»</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті було виявлено, що основний відсів кандидатів на посаду вчителя в Японії відбувається на ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті було виявлено, що основний відсів кандидатів на посаду вчителя в Японії відбувається на етапі працевлаштування й обов’язкової програми входження у професію, яка співпадає за часом з випробувальним терміном. Серед передумов, які вплинули на запровадження програми для вчителів-початківців, були визначені особливості педагогічної підготовки в університетах, працевлаштування та перебування на посаді вчителя. В результаті проведеного дослідження було встановлено, що основними факторами на користь визнання програми на законодавчому рівні були підтримка професійного розвитку та сприяння професійній і соціальній адаптації молодих учителів</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="18ea9ca9e1537ad7d9ebb717a9ac0281" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100523778,"asset_id":99432276,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100523778/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99432276"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99432276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99432276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99432276]").text(description); $(".js-view-count[data-work-id=99432276]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99432276; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99432276']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99432276, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "18ea9ca9e1537ad7d9ebb717a9ac0281" } } $('.js-work-strip[data-work-id=99432276]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99432276,"title":"Передумови запровадження програми входження вчителів у професію в Японії","translated_title":"","metadata":{"doi":"10.5281/zenodo.194923","issue":"55","abstract":"У статті було виявлено, що основний відсів кандидатів на посаду вчителя в Японії відбувається на етапі працевлаштування й обов’язкової програми входження у професію, яка співпадає за часом з випробувальним терміном. 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href="https://www.academia.edu/100042528/%D0%9F%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%B0_%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D0%B4%D0%BE_%D1%80%D0%BE%D0%B1%D0%BE%D1%82%D0%B8_%D0%B2_%D1%88%D0%BA%D0%BE%D0%BB%D0%B0%D1%85_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Професійна адаптація вчителів-початківців до роботи в школах Японії</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеці...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеціальністю 13.00.04 „Теорія і методика професійної освіти” (015 Професійна освіта). <br />Ключові слова: професійна адаптація, дезадаптація, шок при зіткненні з реальністю, вчителі-початківці, Японія, етапи, неперервна професійна освіта, шкільний вчитель, підготовка вчителів на робочому місці, професійний розвиток учителя, програма входження вчителів у професію, наставництво, <br />впровадження прогресивного японського досвіду.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4faf499ca979a5db549136d317c2f555" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100972373,"asset_id":100042528,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100972373/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa 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\r\nКлючові слова: професійна адаптація, дезадаптація, шок при зіткненні з реальністю, вчителі-початківці, Японія, етапи, неперервна професійна освіта, шкільний вчитель, підготовка вчителів на робочому місці, професійний розвиток учителя, програма входження вчителів у професію, наставництво,\r\nвпровадження прогресивного японського досвіду.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}}},"translated_abstract":"Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеціальністю 13.00.04 „Теорія і методика професійної освіти” (015 Професійна освіта). \r\nКлючові слова: професійна адаптація, дезадаптація, шок при зіткненні з реальністю, вчителі-початківці, Японія, етапи, неперервна професійна освіта, шкільний вчитель, підготовка вчителів на робочому місці, професійний розвиток учителя, програма входження вчителів у професію, наставництво,\r\nвпровадження прогресивного японського 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class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/122892275/The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching"><img alt="Research paper thumbnail of The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching" class="work-thumbnail" src="https://attachments.academia-assets.com/117458195/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/122892275/The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching">The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching</a></div><div class="wp-workCard_item"><span>Advanced Education</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93bc925d274b7bb3bc438b6ad4ea13eb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117458195,"asset_id":122892275,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117458195/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="122892275"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="122892275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 122892275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=122892275]").text(description); $(".js-view-count[data-work-id=122892275]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 122892275; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='122892275']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 122892275, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "93bc925d274b7bb3bc438b6ad4ea13eb" } } $('.js-work-strip[data-work-id=122892275]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":122892275,"title":"The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching","translated_title":"","metadata":{"doi":"10.20535/2410-8286.297391","abstract":"Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.","publication_date":{"day":null,"month":null,"year":2024,"errors":{}},"publication_name":"Advanced Education"},"translated_abstract":"Purpose. This article examines the use of English medium instruction (EMI) for teaching Japanese as a foreign language (JFL) by non-native speakers with a focus on multilingual classrooms. It also explores teachers’ positive and negative beliefs about using EMI in classroom settings for JFL instruction. Methods and procedure. 274 non-native Japanese language teachers from around the world (57 countries) voluntarily participated in a survey, answering a questionnaire on Google Forms and Jotform. Both qualitative and quantitative methods were employed. The research instrument was piloted before the main study and was found to be effective and adequate to elicit the desired data. The research questions aimed to identify whether there were any relationships between the use of EMI and the multilingual classroom. Findings. The results showed a clear correlation between the extensive use of EMI and the multilingual character of JFL classrooms. Translanguaging turned out to be a common practice adopted by non-native Japanese teachers regardless of the primary language of instruction. The article concludes that EMI can be a valuable tool for JFL instruction in multilingual classrooms. Based on the investigation of the teachers’ beliefs, the results showed a changing positive attitude towards English employed in JFL classrooms. Implications for research and practice. The findings can be used to further investigate EMI in JFL instructional practices in multilingual classrooms, improve the quality of JFL instruction and facilitate the integration of multilingual education into foreign language teaching. Future research can explore the effectiveness of EMI in different JFL contexts and investigate the impact of EMI on students’ language learning outcomes.","internal_url":"https://www.academia.edu/122892275/The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching","translated_internal_url":"","created_at":"2024-08-15T00:43:57.950-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":42227269,"work_id":122892275,"tagging_user_id":216497208,"tagged_user_id":216497208,"co_author_invite_id":8219742,"email":"l***a@gmail.com","affiliation":"Comenius University","display_order":1,"name":"Olha Luchenko","title":"The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching"},{"id":42227270,"work_id":122892275,"tagging_user_id":216497208,"tagged_user_id":326844193,"co_author_invite_id":8157395,"email":"y***u@gmail.com","display_order":2,"name":"Євген Червінко","title":"The Use of English Medium Instruction in Multilingual Classrooms in Japanese Language Teaching"}],"downloadable_attachments":[{"id":117458195,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117458195/thumbnails/1.jpg","file_name":"Luchenko_Doronina_Chervinko_published_.pdf","download_url":"https://www.academia.edu/attachments/117458195/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Use_of_English_Medium_Instruction_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117458195/Luchenko_Doronina_Chervinko_published_-libre.pdf?1723709436=\u0026response-content-disposition=attachment%3B+filename%3DThe_Use_of_English_Medium_Instruction_in.pdf\u0026Expires=1733005838\u0026Signature=P7QUbNErKFNQ~WOGczrDEFgIKWtFrYJikn~k1nsMod5drZiizRBfxHnhdrK-qRmHztZnl6CvWWgS4aJ6V-H52M1NYMLtKx5rdVwsFdkDc66QPfODCZlHcC7jpFQZ6iFc8rm3icD~VW2jOjKu5UM3fyWHOHH4Q4VtPgzieCTPMtxztCxJo0~CoJwZc3yDTInQ5aIBfV0Iz2NzfPRzFpRcwtA-LdNZPJ35348JuQwu5Y3lKO~asc9FV2pO1Hz8NlWn~-Cgg2esqVRXV-90l76-xZLVILuzWPqpOZIWizi6KLI0SpFlqlA7qMCSM-6MFxmXFQAu3uUrLcKID~Q~aMxYHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_Use_of_English_Medium_Instruction_in_Multilingual_Classrooms_in_Japanese_Language_Teaching","translated_slug":"","page_count":17,"language":"en","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":117458195,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/117458195/thumbnails/1.jpg","file_name":"Luchenko_Doronina_Chervinko_published_.pdf","download_url":"https://www.academia.edu/attachments/117458195/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_Use_of_English_Medium_Instruction_in.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/117458195/Luchenko_Doronina_Chervinko_published_-libre.pdf?1723709436=\u0026response-content-disposition=attachment%3B+filename%3DThe_Use_of_English_Medium_Instruction_in.pdf\u0026Expires=1733005838\u0026Signature=P7QUbNErKFNQ~WOGczrDEFgIKWtFrYJikn~k1nsMod5drZiizRBfxHnhdrK-qRmHztZnl6CvWWgS4aJ6V-H52M1NYMLtKx5rdVwsFdkDc66QPfODCZlHcC7jpFQZ6iFc8rm3icD~VW2jOjKu5UM3fyWHOHH4Q4VtPgzieCTPMtxztCxJo0~CoJwZc3yDTInQ5aIBfV0Iz2NzfPRzFpRcwtA-LdNZPJ35348JuQwu5Y3lKO~asc9FV2pO1Hz8NlWn~-Cgg2esqVRXV-90l76-xZLVILuzWPqpOZIWizi6KLI0SpFlqlA7qMCSM-6MFxmXFQAu3uUrLcKID~Q~aMxYHA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language"},{"id":25811,"name":"Teaching Japanese as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Japanese_as_a_Foreign_Language"},{"id":52621,"name":"Japanese Language","url":"https://www.academia.edu/Documents/in/Japanese_Language"},{"id":55515,"name":"Multilingual Education","url":"https://www.academia.edu/Documents/in/Multilingual_Education"},{"id":189097,"name":"English as a medium of instruction","url":"https://www.academia.edu/Documents/in/English_as_a_medium_of_instruction"},{"id":295472,"name":"Native Speaker/non-Native Speaker Teachers of English","url":"https://www.academia.edu/Documents/in/Native_Speaker_non-Native_Speaker_Teachers_of_English"},{"id":504968,"name":"Language of Instruction","url":"https://www.academia.edu/Documents/in/Language_of_Instruction"},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120035157"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120035157/Possible_Factors_Influencing_the_Willingness_to_Use_English_in_Teaching_Japanese_as_a_Foreign_Language_by_Non_native_Speakers"><img alt="Research paper thumbnail of Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-native Speakers" class="work-thumbnail" src="https://attachments.academia-assets.com/115316293/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120035157/Possible_Factors_Influencing_the_Willingness_to_Use_English_in_Teaching_Japanese_as_a_Foreign_Language_by_Non_native_Speakers">Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-native Speakers</a></div><div class="wp-workCard_item"><span>Sustainable Multilingualism</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In recent years, teachers have had students from diverse language and cultural backgrounds in the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers' practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed 274 teachers' responses to the questionnaire "Teaching the Japanese language in multilingual classrooms-English medium instruction approach (EMI)". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from 57 predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers' work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. The factor of JFL teachers' language proficiency (both English and Japanese) falls into a separate category of influence, where a significant difference was noted for proficient and near-native levels.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a254b1013a9b0e6e997d2ed3542570e1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115316293,"asset_id":120035157,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115316293/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120035157"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120035157"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120035157; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120035157]").text(description); $(".js-view-count[data-work-id=120035157]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120035157; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120035157']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 120035157, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a254b1013a9b0e6e997d2ed3542570e1" } } $('.js-work-strip[data-work-id=120035157]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120035157,"title":"Possible Factors Influencing the Willingness to Use English in Teaching Japanese as a Foreign Language by Non-native Speakers","translated_title":"","metadata":{"doi":"10.2478/sm-2024-0003","abstract":"In recent years, teachers have had students from diverse language and cultural backgrounds in their classrooms due to increasing human migration in many countries. Therefore, multilingual learning and teaching have become a widespread phenomenon. Research on English language teaching and learning in multilingual contexts has gained great importance. However, teaching languages other than English and foreign language teachers' practices in this specific context have received little attention so far. Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed 274 teachers' responses to the questionnaire \"Teaching the Japanese language in multilingual classrooms-English medium instruction approach (EMI)\". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from 57 predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. The results revealed several factors of significant influence, such as JFL teachers' work experience, the highest education level attained, educational stage, geographic region, native language group, Japanese language proficiency, and knowledge of other languages (multilingualism). The factors that appeared to be of insufficient influence were age, study of teaching methods/linguodidactics and level of Japanese taught. 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Teaching the highly contextualised Japanese language poses challenges in multilingual classrooms, and teachers more frequently resort to using English as the medium of instruction. To shed light on Japanese non-native teachers' practices, the study explored and analysed 274 teachers' responses to the questionnaire \"Teaching the Japanese language in multilingual classrooms-English medium instruction approach (EMI)\". The research attempts a worldwide study on using EMI in teaching Japanese as a foreign language (JFL). It examines a broad geographic scope of JFL teachers' practices from 57 predominantly non-Anglophone countries. The present article focuses on investigating various factors affecting JFL teachers' willingness to use EMI that can be classified into demographic, linguistic, and contextual. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116874711"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116874711/Exploring_Staffing_Patterns_and_Multilingual_Classrooms_in_Teaching_Japanese_as_a_Foreign_Language"><img alt="Research paper thumbnail of Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language" class="work-thumbnail" src="https://attachments.academia-assets.com/115317003/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116874711/Exploring_Staffing_Patterns_and_Multilingual_Classrooms_in_Teaching_Japanese_as_a_Foreign_Language">Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language</a></div><div class="wp-workCard_item"><span>SOCIETY. INTEGRATION. EDUCATION</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Multilingual classrooms are becoming more common worldwide due to increasing mobility. Teaching ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Multilingual classrooms are becoming more common worldwide due to increasing <br />mobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. The wide geographic distribution of the respondents (274 teachers from 57 countries and <br />regions) made it possible to collect data from a more representative sample and draw <br />meaningful conclusions about the spread of multilingual classrooms that would be impossible in smaller-scale research. The study’s primary results show the proportion of multilingual classrooms among countries in different regions and across different educational stages, the distribution of Japanese language instructors in various educational stages depending on the highest level of formal education attained, and the proportion of part-time instructors working in different academic institutions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="733497668b3121ffd284e42ffdc89b1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115317003,"asset_id":116874711,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115317003/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116874711"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116874711"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116874711; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116874711]").text(description); $(".js-view-count[data-work-id=116874711]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116874711; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116874711']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 116874711, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "733497668b3121ffd284e42ffdc89b1a" } } $('.js-work-strip[data-work-id=116874711]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116874711,"title":"Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language","translated_title":"","metadata":{"doi":"10.17770/sie2024vol2.7891","volume":"2","abstract":"Multilingual classrooms are becoming more common worldwide due to increasing\r\nmobility. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116773967"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116773967/Out_Of_School_Training_and_Its_Role_in_Supporting_Beginning_Teachers_During_the_Induction_Program_in_Japan"><img alt="Research paper thumbnail of Out-Of-School Training and Its Role in Supporting Beginning Teachers During the Induction Program in Japan" class="work-thumbnail" src="https://attachments.academia-assets.com/112810190/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116773967/Out_Of_School_Training_and_Its_Role_in_Supporting_Beginning_Teachers_During_the_Induction_Program_in_Japan">Out-Of-School Training and Its Role in Supporting Beginning Teachers During the Induction Program in Japan</a></div><div class="wp-workCard_item"><span>Human Studies Series of Pedagogy</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article studies the out-of-school part of the teacher induction program in Japan. Based on th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article studies the out-of-school part of the teacher induction program in Japan. Based on the analysis of the Japanese researchers’ views on the topic, the article characterizes some issues of initial professional adaptation, professional and social maladjustment, the notion of “reality shock”, and the ways to prevent and manage beginning teachers’ maladjustment. A literature review on the problem of the out-of-school component of teacher induction showed that the information is somewhat limited because some studies de-emphasize this part as less important than the in-school one. To gain a better understanding of the goals, content, forms, evaluation methods, and duration of the mandatory out-of-school component of teacher induction programs in Japan, several interviews were conducted at the Prefectural Education Centers during the two-month Japan Foundation grant program at the Kansai Japanese Language Center. The analysis of the guidebooks provided to teachers at Saitama and ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="428d720a998c58f0ca9318d294a56429" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112810190,"asset_id":116773967,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112810190/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116773967"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116773967"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116773967; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=116773967]").text(description); $(".js-view-count[data-work-id=116773967]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 116773967; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='116773967']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 116773967, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "428d720a998c58f0ca9318d294a56429" } } $('.js-work-strip[data-work-id=116773967]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":116773967,"title":"Out-Of-School Training and Its Role in Supporting Beginning Teachers During the Induction Program in Japan","translated_title":"","metadata":{"abstract":"The article studies the out-of-school part of the teacher induction program in Japan. Based on the analysis of the Japanese researchers’ views on the topic, the article characterizes some issues of initial professional adaptation, professional and social maladjustment, the notion of “reality shock”, and the ways to prevent and manage beginning teachers’ maladjustment. A literature review on the problem of the out-of-school component of teacher induction showed that the information is somewhat limited because some studies de-emphasize this part as less important than the in-school one. To gain a better understanding of the goals, content, forms, evaluation methods, and duration of the mandatory out-of-school component of teacher induction programs in Japan, several interviews were conducted at the Prefectural Education Centers during the two-month Japan Foundation grant program at the Kansai Japanese Language Center. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104559294"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104559294/Application_of_the_Positive_Japanese_Experience_for_Teacher_Induction_in_Slovakia"><img alt="Research paper thumbnail of Application of the Positive Japanese Experience for Teacher Induction in Slovakia" class="work-thumbnail" src="https://attachments.academia-assets.com/104256118/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104559294/Application_of_the_Positive_Japanese_Experience_for_Teacher_Induction_in_Slovakia">Application of the Positive Japanese Experience for Teacher Induction in Slovakia</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uniba.academia.edu/OlhaLuchenko">Olha Luchenko</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/OlhaDoronina">Olha Doronina</a></span></div><div class="wp-workCard_item"><span>Studia Orientalia Slovaca</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Improvement of the existing induction system for novice teachers in Slovakia has become a current...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Improvement of the existing induction system for novice teachers in Slovakia has become a current issue. In light of the high level of teacher attrition, an upcoming problem of teacher shortage, and their early drop-out from the profession, the government has to introduce the necessary amendments to the current system of teacher’s professional adaptation to work and develop effective policies to attract and retain teachers in the<br />teaching profession. The survey results, conducted among the novice teachers from secondary schools in Slovakia, showed the aspects of the early stage of teachers’ development program that need to be addressed. After analyzing the positive experience of the existing program in Japan that provides effective support for novice teachers, some recommendations have been offered..</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e828913e06205dc34627cc5cbf3e855f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104256118,"asset_id":104559294,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104256118/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104559294"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104559294"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104559294; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104559294]").text(description); $(".js-view-count[data-work-id=104559294]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104559294; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104559294']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104559294, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e828913e06205dc34627cc5cbf3e855f" } } $('.js-work-strip[data-work-id=104559294]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104559294,"title":"Application of the Positive Japanese Experience for Teacher Induction in Slovakia","translated_title":"","metadata":{"abstract":"Improvement of the existing induction system for novice teachers in Slovakia has become a current issue. In light of the high level of teacher attrition, an upcoming problem of teacher shortage, and their early drop-out from the profession, the government has to introduce the necessary amendments to the current system of teacher’s professional adaptation to work and develop effective policies to attract and retain teachers in the\nteaching profession. The survey results, conducted among the novice teachers from secondary schools in Slovakia, showed the aspects of the early stage of teachers’ development program that need to be addressed. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104325505"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104325505/Out_of_school_training_and_its_role_in_supporting_beginning_teachers_during_the_induction_program_in_Japan"><img alt="Research paper thumbnail of Out-of-school training and its role in supporting beginning teachers during the induction program in Japan" class="work-thumbnail" src="https://attachments.academia-assets.com/104085612/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104325505/Out_of_school_training_and_its_role_in_supporting_beginning_teachers_during_the_induction_program_in_Japan">Out-of-school training and its role in supporting beginning teachers during the induction program in Japan</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uniba.academia.edu/OlhaLuchenko">Olha Luchenko</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/OlhaDoronina">Olha Doronina</a></span></div><div class="wp-workCard_item"><span>Human Studies. Series of Pedagogy.</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article studies the out-of-school part of the teacher induction program in Japan. Based on th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article studies the out-of-school part of the teacher induction program in Japan. Based on the analysis of the Japanese researchers’ views on the topic, the article characterizes some issues of initial professional adaptation, professional and social maladjustment, the notion of “reality shock”, and the ways to prevent and manage beginning teachers’ maladjustment. A literature review on the problem of the out-of-school component of teacher induction showed that the information is somewhat limited because some studies de-emphasize this part as less important than the in-school one. To gain a better understanding of the goals, content, forms, evaluation methods, and duration of the mandatory out-of-school component of teacher induction programs in Japan, several interviews were conducted at the Prefectural Education Centers during the two-month Japan Foundation grant program at the Kansai Japanese Language Center. <br />The analysis of the guidebooks provided to teachers at Saitama and Osaka education centers gives insight into such issues as the teachers’ self-assessment and self-analysis that is conducted by filling out “My portfolio” pages. Besides continuing teacher development, the paper also examines various general activities of education centers, such as educational counseling, which is considered particularly important.<br />The results show that mandatory postgraduate teacher training in Japan follows a standardized structure recommended by the Ministry of Education. However, the implementation of the internship program is the responsibility of each Prefectural Board of Education. As a result, the number of sessions, methods, and content of the program can vary substantially based on each local administrative body’s priorities and needs, making it rather decentralized.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="957cd8a3b725ef091356fd11158a80d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104085612,"asset_id":104325505,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104085612/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104325505"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104325505"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104325505; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104325505]").text(description); $(".js-view-count[data-work-id=104325505]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104325505; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104325505']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104325505, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "957cd8a3b725ef091356fd11158a80d3" } } $('.js-work-strip[data-work-id=104325505]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104325505,"title":"Out-of-school training and its role in supporting beginning teachers during the induction program in Japan","translated_title":"","metadata":{"doi":"10.24919/2413-2039.16/48.21","abstract":"The article studies the out-of-school part of the teacher induction program in Japan. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="101010489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/101010489/Entering_the_Teaching_Profession_in_Slovakia"><img alt="Research paper thumbnail of Entering the Teaching Profession in Slovakia" class="work-thumbnail" src="https://attachments.academia-assets.com/101668325/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/101010489/Entering_the_Teaching_Profession_in_Slovakia">Entering the Teaching Profession in Slovakia</a></div><div class="wp-workCard_item"><span>Educational Challenges</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article studies the current state of the teacher induction process in Slovakia, namely the pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article studies the current state of the teacher induction process in<br />Slovakia, namely the prerequisites for entering the teaching profession. The focus of the current research is the following: the attractiveness of the teaching profession and its influence on the decision-making of future<br />students of pedagogical major, teacher job satisfaction level, the proportion of education requirements for subject knowledge and teaching practice, availability of the profession, the assistance in the search for open positions and vacancies, probation period as a filter to the teaching occupation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="79e265c7692f14281d7cb9c2a20d7708" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101668325,"asset_id":101010489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101668325/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="101010489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="101010489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 101010489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=101010489]").text(description); $(".js-view-count[data-work-id=101010489]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 101010489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='101010489']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 101010489, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "79e265c7692f14281d7cb9c2a20d7708" } } $('.js-work-strip[data-work-id=101010489]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":101010489,"title":"Entering the Teaching Profession in Slovakia","translated_title":"","metadata":{"doi":"10.34142/2709-7986.2023.28.1.09","abstract":"The article studies the current state of the teacher induction process in\nSlovakia, namely the prerequisites for entering the teaching profession. 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Pedagogy and Psychology</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Стаття досліджує становлення і розвиток системи професійної адаптації вчителів-початківців у Япон...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Стаття досліджує становлення і розвиток системи професійної адаптації вчителів-початківців у Японії. На основі історичного аналізу системи підготовки на робочому місці було зроблено висновок, що первісна професійна адаптація вчителів-початківців здійснювалася як її частина з початку заснування нової освітньої системи у 1872 році. Було виявлено, що з епохи Мейдзі з метою усунення професійної некомпетентності та підвищення педагогічної майстерності практикувалися первинні форми сучасної практики підготовки вчителів-початківців. Результатом проведеного дослідження було запропонування періодизації основних етапів розвитку системи професійної адаптації вчителів-початківців у Японії</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="81d7b5a012add79350f2f69dc08f1731" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100982930,"asset_id":100056728,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100982930/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100056728"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100056728"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100056728; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100056728]").text(description); $(".js-view-count[data-work-id=100056728]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100056728; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100056728']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100056728, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "81d7b5a012add79350f2f69dc08f1731" } } $('.js-work-strip[data-work-id=100056728]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100056728,"title":"Становлення і розвиток системи професійної адаптації вчителів-початківців як частини підготовки на робочому місці в Японії","translated_title":"","metadata":{"abstract":"Стаття досліджує становлення і розвиток системи професійної адаптації вчителів-початківців у Японії. 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Integration. Education. Proceedings of the international scientific conference (Rezekne,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Society. Integration. Education. Proceedings of the international scientific conference (Rezekne, May 25th-26th, 2018), Vol. V, 100-112.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="64a86cb838869a8051ab6ef34a338b67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100982599,"asset_id":100056306,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100982599/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100056306"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100056306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100056306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100056306]").text(description); $(".js-view-count[data-work-id=100056306]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100056306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100056306']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100056306, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "64a86cb838869a8051ab6ef34a338b67" } } $('.js-work-strip[data-work-id=100056306]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100056306,"title":"Образование как агент ресоциализации пожилых людей","translated_title":"","metadata":{"doi":"10.17770/sie2018vol1.3190","volume":"5","abstract":"Society. 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Каразіна «Проблеми січасної освіти» </span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">В статье обсуждается текущее состояние изучения японского языка в мире. В результате исследования...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">В статье обсуждается текущее состояние изучения японского языка<br />в мире. В результате исследования, в Украине был выявлен период<br />уменьшения количества учреждений, в которых изучают японский язык. Проанализировав статистические данные относительно количества подобных учреждений, была выявлена нехарактерность такой ситуации для того же периода в остальных странах восточной Европы. Рассматриваются актуальные проблемы преподавания и новые разработки в области обучения японскому языку. 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Проанализировав статистические данные относительно количества подобных учреждений, была выявлена нехарактерность такой ситуации для того же периода в остальных странах восточной Европы. Рассматриваются актуальные проблемы преподавания и новые разработки в области обучения японскому языку. 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Висвітлено головні соціальні зміни і<br />їх вплив на сферу вищої освіти. Розглянуто національну політику щодо реформування системи професійної підготовки вчителів. Визначені проблеми педагогічної освіти в Японії та останні зміни, спрямовані на подолання цих труднощів. Досліджено заходи, яких вживає уряд для покращення стандартів якості підготовки вчителів і розвитку їх компетенції: поправки до Закону про сертифікацію педагогічних працівників, пропозиції щодо навчального плану педагогічних університетів.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a4db08c240f052f64cfa2454895fd771" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100979960,"asset_id":100052618,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100979960/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100052618"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100052618"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100052618; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100052618]").text(description); $(".js-view-count[data-work-id=100052618]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100052618; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100052618']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100052618, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a4db08c240f052f64cfa2454895fd771" } } $('.js-work-strip[data-work-id=100052618]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100052618,"title":"Сучасні тенденції розвитку сисеми професійної підготовки вчителів у Японії","translated_title":"","metadata":{"abstract":"У статті проаналізовано основні принципи підготовки вчителів у\nЯпонії та систему їх сертифікації. Висвітлено головні соціальні зміни і\nїх вплив на сферу вищої освіти. Розглянуто національну політику щодо реформування системи професійної підготовки вчителів. Визначені проблеми педагогічної освіти в Японії та останні зміни, спрямовані на подолання цих труднощів. Досліджено заходи, яких вживає уряд для покращення стандартів якості підготовки вчителів і розвитку їх компетенції: поправки до Закону про сертифікацію педагогічних працівників, пропозиції щодо навчального плану педагогічних університетів.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Наукові записки кафедри педагогіки"},"translated_abstract":"У статті проаналізовано основні принципи підготовки вчителів у\nЯпонії та систему їх сертифікації. Висвітлено головні соціальні зміни і\nїх вплив на сферу вищої освіти. Розглянуто національну політику щодо реформування системи професійної підготовки вчителів. Визначені проблеми педагогічної освіти в Японії та останні зміни, спрямовані на подолання цих труднощів. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100051744"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100051744/%D0%9E%D1%81%D1%82%D0%B0%D0%BD%D0%BD%D1%96_%D1%82%D0%B5%D0%BD%D0%B4%D0%B5%D0%BD%D1%86%D1%96%D1%97_%D0%B9_%D0%BF%D0%BE%D0%B4%D1%96%D1%97_%D0%B2_%D1%83%D1%80%D1%8F%D0%B4%D0%BE%D0%B2%D1%96%D0%B9_%D0%BF%D0%BE%D0%BB%D1%96%D1%82%D0%B8%D1%86%D1%96_%D0%B7_%D0%BF%D0%B8%D1%82%D0%B0%D0%BD%D0%BD%D1%8F_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Останні тенденції й події в урядовій політиці з питання освіти в Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100979290/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100051744/%D0%9E%D1%81%D1%82%D0%B0%D0%BD%D0%BD%D1%96_%D1%82%D0%B5%D0%BD%D0%B4%D0%B5%D0%BD%D1%86%D1%96%D1%97_%D0%B9_%D0%BF%D0%BE%D0%B4%D1%96%D1%97_%D0%B2_%D1%83%D1%80%D1%8F%D0%B4%D0%BE%D0%B2%D1%96%D0%B9_%D0%BF%D0%BE%D0%BB%D1%96%D1%82%D0%B8%D1%86%D1%96_%D0%B7_%D0%BF%D0%B8%D1%82%D0%B0%D0%BD%D0%BD%D1%8F_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Останні тенденції й події в урядовій політиці з питання освіти в Японії</a></div><div class="wp-workCard_item"><span>Педагогіка формування творчої особистості у вищій і загальноосвітній школах</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті проаналізовано зміни, яких зазнала освіта в Японії, та чинники, які сприяли її реформува...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті проаналізовано зміни, яких зазнала освіта в Японії, та чинники, які сприяли її реформуванню, починаючи з другої половини XIX ст.; обґрунтовано необхідність участі України в міжнародних дослідницьких проектах як однієї з умов проведення ефективного реформування галузі освіти. Ключові слова: освіта в Японії, реформи освіти, міжнародна дослідницька програма PISA.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0cc42f65d095eef7185b6ea1989222e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100979290,"asset_id":100051744,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100979290/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100051744"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100051744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100051744; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100051744]").text(description); $(".js-view-count[data-work-id=100051744]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100051744; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100051744']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100051744, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f0cc42f65d095eef7185b6ea1989222e" } } $('.js-work-strip[data-work-id=100051744]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100051744,"title":"Останні тенденції й події в урядовій політиці з питання освіти в Японії","translated_title":"","metadata":{"abstract":"У статті проаналізовано зміни, яких зазнала освіта в Японії, та чинники, які сприяли її реформуванню, починаючи з другої половини XIX ст.; обґрунтовано необхідність участі України в міжнародних дослідницьких проектах як однієї з умов проведення ефективного реформування галузі освіти. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100051429"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100051429/%D0%A1%D1%83%D1%87%D0%B0%D1%81%D0%BD%D1%96_%D0%B2%D0%B8%D0%BC%D0%BE%D0%B3%D0%B8_%D0%B4%D0%BE_%D1%8F%D0%BA%D0%BE%D1%81%D1%82%D1%96_%D1%80%D0%B5%D0%B7%D1%83%D0%BB%D1%8C%D1%82%D0%B0%D1%82%D1%83_%D0%BD%D0%B0%D0%B2%D1%87%D0%B0%D0%BD%D0%BD%D1%8F_%D1%82%D0%B0_%D0%B2%D1%96%D0%B4%D0%BF%D0%BE%D0%B2%D1%96%D0%B4%D0%BD%D1%96_%D0%B7%D0%BC%D1%96%D0%BD%D0%B8_%D0%B2_%D1%81%D0%B8%D1%81%D1%82%D0%B5%D0%BC%D1%96_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Сучасні вимоги до якості результату навчання та відповідні зміни в системі освіти Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100979080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100051429/%D0%A1%D1%83%D1%87%D0%B0%D1%81%D0%BD%D1%96_%D0%B2%D0%B8%D0%BC%D0%BE%D0%B3%D0%B8_%D0%B4%D0%BE_%D1%8F%D0%BA%D0%BE%D1%81%D1%82%D1%96_%D1%80%D0%B5%D0%B7%D1%83%D0%BB%D1%8C%D1%82%D0%B0%D1%82%D1%83_%D0%BD%D0%B0%D0%B2%D1%87%D0%B0%D0%BD%D0%BD%D1%8F_%D1%82%D0%B0_%D0%B2%D1%96%D0%B4%D0%BF%D0%BE%D0%B2%D1%96%D0%B4%D0%BD%D1%96_%D0%B7%D0%BC%D1%96%D0%BD%D0%B8_%D0%B2_%D1%81%D0%B8%D1%81%D1%82%D0%B5%D0%BC%D1%96_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Сучасні вимоги до якості результату навчання та відповідні зміни в системі освіти Японії</a></div><div class="wp-workCard_item"><span>Педагогіка формування творчої особистості у вищій і загальноосвітній школах</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті висвітлено останні зміни, яких зазнала початкова й середня освіта в Японії; проаналізова...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті висвітлено останні зміни, яких зазнала початкова й середня освіта в Японії; проаналізовано вплив “переглянутого курсу навчання 2008 р.” на навчальні дисципліни на прикладі початкової школи. Розглянуто зв’язок між сучасними вимогами до результату навчання та нововведеннями, які уряд Японії впроваджує останнім часом.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2532bd345d0329a21a9ae669a543234a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100979080,"asset_id":100051429,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100979080/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100051429"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100051429"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100051429; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100051429]").text(description); $(".js-view-count[data-work-id=100051429]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100051429; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100051429']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100051429, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2532bd345d0329a21a9ae669a543234a" } } $('.js-work-strip[data-work-id=100051429]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100051429,"title":"Сучасні вимоги до якості результату навчання та відповідні зміни в системі освіти Японії","translated_title":"","metadata":{"abstract":"У статті висвітлено останні зміни, яких зазнала початкова й середня освіта в Японії; проаналізовано вплив “переглянутого курсу навчання 2008 р.” на навчальні дисципліни на прикладі початкової школи. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100046699"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100046699/%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%8F%D0%BA_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%BE_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%B0_%D0%BF%D1%80%D0%BE%D0%B1%D0%BB%D0%B5%D0%BC%D0%B0_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Дезадаптація вчителів-початківців як психолого-педагогічна проблема професійної освіти в Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100975522/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100046699/%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%8F%D0%BA_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%BE_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%B0_%D0%BF%D1%80%D0%BE%D0%B1%D0%BB%D0%B5%D0%BC%D0%B0_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Дезадаптація вчителів-початківців як психолого-педагогічна проблема професійної освіти в Японії</a></div><div class="wp-workCard_item"><span>Збірник наукових праць «Педагогіка та психологія»</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптаці...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптації. Розкрито психолого-педагогічну сутність поняття «дезадаптація». Проаналізовано різноманіття наукових визначень поняття «шок при зіткненні з реальністю», прийнятих у психологопедагогічних літературних джерелах, стосовно молодих учителів. Досліджено типи і причини дезадаптації вчителів-початківців. Проаналізовано чинники, які можна покращити з метою попередження початкової дезадаптації. Стаття також висвітлює чинники після працевлаштування, які важливі для управління дезадаптацією. Ключові слова: учителі-початківці,професійна освіта в Японії,типи і причини дезадаптації,шок при зіткненні з реальністю, попередження початкової дезадаптації, чинники адаптації, управління дезадаптацією.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c66e5c0358e39f15e2e14558b9ad3577" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100975522,"asset_id":100046699,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100975522/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100046699"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100046699"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100046699; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100046699]").text(description); $(".js-view-count[data-work-id=100046699]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100046699; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100046699']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100046699, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c66e5c0358e39f15e2e14558b9ad3577" } } $('.js-work-strip[data-work-id=100046699]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100046699,"title":"Дезадаптація вчителів-початківців як психолого-педагогічна проблема професійної освіти в Японії","translated_title":"","metadata":{"doi":"10.5281/zenodo.33340","abstract":"У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптації. Розкрито психолого-педагогічну сутність поняття «дезадаптація». Проаналізовано різноманіття наукових визначень поняття «шок при зіткненні з реальністю», прийнятих у психологопедагогічних літературних джерелах, стосовно молодих учителів. Досліджено типи і причини дезадаптації вчителів-початківців. Проаналізовано чинники, які можна покращити з метою попередження початкової дезадаптації. Стаття також висвітлює чинники після працевлаштування, які важливі для управління дезадаптацією. Ключові слова: учителі-початківці,професійна освіта в Японії,типи і причини дезадаптації,шок при зіткненні з реальністю, попередження початкової дезадаптації, чинники адаптації, управління дезадаптацією.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Збірник наукових праць «Педагогіка та психологія»"},"translated_abstract":"У статті розглядаються теоретичні дослідження японських учених з проблеми професійної дезадаптації. Розкрито психолого-педагогічну сутність поняття «дезадаптація». Проаналізовано різноманіття наукових визначень поняття «шок при зіткненні з реальністю», прийнятих у психологопедагогічних літературних джерелах, стосовно молодих учителів. Досліджено типи і причини дезадаптації вчителів-початківців. Проаналізовано чинники, які можна покращити з метою попередження початкової дезадаптації. Стаття також висвітлює чинники після працевлаштування, які важливі для управління дезадаптацією. Ключові слова: учителі-початківці,професійна освіта в Японії,типи і причини дезадаптації,шок при зіткненні з реальністю, попередження початкової дезадаптації, чинники адаптації, управління дезадаптацією.","internal_url":"https://www.academia.edu/100046699/%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%8F%D0%BA_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%BE_%D0%BF%D0%B5%D0%B4%D0%B0%D0%B3%D0%BE%D0%B3%D1%96%D1%87%D0%BD%D0%B0_%D0%BF%D1%80%D0%BE%D0%B1%D0%BB%D0%B5%D0%BC%D0%B0_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%BE%D1%97_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B8_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97","translated_internal_url":"","created_at":"2023-04-11T07:03:31.286-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100975522,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100975522/thumbnails/1.jpg","file_name":"4_Дезадаптація_початківців_2015.pdf","download_url":"https://www.academia.edu/attachments/100975522/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100975522.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100975522/4_%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_2015-libre.pdf?1681244686=\u0026response-content-disposition=attachment%3B+filename%3D100975522.pdf\u0026Expires=1733005839\u0026Signature=a5XUqdDKpA90buKZ4cRHiw7X6QzNUP8iFXYO8SHehffdtzrO-MB3hXXYOQNRdOl79gb2o9QdVP-qfkIgjDNALeyxHtPRrwoUiiJsUHVs7JaapF3~0TtWJijhHPqItGz0UDVd9wjkdWtXMkjPWWdi3988a2XBR9bpd6SlrfJkv4zEHjZncJ7fhuTnDS7oMngv2YKWK2QlH7dsXqI6uKqRhoIPWK6kPR3gaQ1pNwJsxwtY~ppWsOqo5CIQhJvO2lVDjYsIHsYxZPT5INUXhM9zovfSs03yJu4hvAuDv3fDXO3FL9BsqhNOlXaGiMARuEsQmXKEm1tszSMKN4r7vk~y9A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Дезадаптація_вчителів_початківців_як_психолого_педагогічна_проблема_професійної_освіти_в_Японії","translated_slug":"","page_count":null,"language":"ru","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":100975522,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100975522/thumbnails/1.jpg","file_name":"4_Дезадаптація_початківців_2015.pdf","download_url":"https://www.academia.edu/attachments/100975522/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100975522.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100975522/4_%D0%94%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_2015-libre.pdf?1681244686=\u0026response-content-disposition=attachment%3B+filename%3D100975522.pdf\u0026Expires=1733005839\u0026Signature=a5XUqdDKpA90buKZ4cRHiw7X6QzNUP8iFXYO8SHehffdtzrO-MB3hXXYOQNRdOl79gb2o9QdVP-qfkIgjDNALeyxHtPRrwoUiiJsUHVs7JaapF3~0TtWJijhHPqItGz0UDVd9wjkdWtXMkjPWWdi3988a2XBR9bpd6SlrfJkv4zEHjZncJ7fhuTnDS7oMngv2YKWK2QlH7dsXqI6uKqRhoIPWK6kPR3gaQ1pNwJsxwtY~ppWsOqo5CIQhJvO2lVDjYsIHsYxZPT5INUXhM9zovfSs03yJu4hvAuDv3fDXO3FL9BsqhNOlXaGiMARuEsQmXKEm1tszSMKN4r7vk~y9A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":3302938,"name":"дезадаптация","url":"https://www.academia.edu/Documents/in/%D0%B4%D0%B5%D0%B7%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D0%B8%D1%8F"},{"id":3326202,"name":"професійна освіта","url":"https://www.academia.edu/Documents/in/%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%B0_%D0%BE%D1%81%D0%B2%D1%96%D1%82%D0%B0"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100045645"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100045645/%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_%D1%96_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%8F_%D0%B2_%D1%8F%D0%BF%D0%BE%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%BC%D1%83_%D0%BA%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D1%96"><img alt="Research paper thumbnail of Стосунки наставника і вчителі-початківця в японському контексті" class="work-thumbnail" src="https://attachments.academia-assets.com/100974719/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100045645/%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_%D1%96_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%8F_%D0%B2_%D1%8F%D0%BF%D0%BE%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%BC%D1%83_%D0%BA%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D1%96">Стосунки наставника і вчителі-початківця в японському контексті</a></div><div class="wp-workCard_item"><span> Професіоналізм педагога: теоретичні й методичні аспекти</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історич...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історичних процесів. На побудову цих взаємин впливають традиційні поняття, які існують лише в Японії. Наставники відіграють значну роль у соціально-психологічній та професійній адаптації новопризначеного вчителя під час обов’язкової програми входження в професію, яка співпадає з випробувальним періодом. Успіх шкільної частини стажування значно залежить від міжособистісних стосунків, які сформуються між наставником і підопічним. У статті висвітлено унікальність формування їхніх взаємин під впливом складного культурного феномена «уті-сото». Метою статті є дослідження впливу культурно історичного принципу «уті-сото» на стосунки наставника і молодого вчителя в Японії. У статті зроблено висновок, що вирішальним фактором продуктивності їхньої співпраці є сприйняття новачка досвідченим учителем, як члена своєї групи «уті», що насамперед призводить до більш довірливого характеру спілкування і дає можливість попередити можливу дезадаптацію. У разі ставлення до початківця, як до стороннього із групи «сото», настанови досвідченого вчителя перестають бути консультативними і призводять до директивного характеру стосунків. Результати дослідження дають можливість подальшого творчого використання позитивного японського досвіду з професійної адаптації вчителів у перший рік після працевлаштування.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9328704e1c108c7102b20388648c9f93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100974719,"asset_id":100045645,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100974719/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100045645"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100045645"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100045645; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100045645]").text(description); $(".js-view-count[data-work-id=100045645]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100045645; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100045645']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100045645, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9328704e1c108c7102b20388648c9f93" } } $('.js-work-strip[data-work-id=100045645]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100045645,"title":"Стосунки наставника і вчителі-початківця в японському контексті","translated_title":"","metadata":{"issue":"7","abstract":"У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історичних процесів. На побудову цих взаємин впливають традиційні поняття, які існують лише в Японії. Наставники відіграють значну роль у соціально-психологічній та професійній адаптації новопризначеного вчителя під час обов’язкової програми входження в професію, яка співпадає з випробувальним періодом. Успіх шкільної частини стажування значно залежить від міжособистісних стосунків, які сформуються між наставником і підопічним. У статті висвітлено унікальність формування їхніх взаємин під впливом складного культурного феномена «уті-сото». Метою статті є дослідження впливу культурно історичного принципу «уті-сото» на стосунки наставника і молодого вчителя в Японії. У статті зроблено висновок, що вирішальним фактором продуктивності їхньої співпраці є сприйняття новачка досвідченим учителем, як члена своєї групи «уті», що насамперед призводить до більш довірливого характеру спілкування і дає можливість попередити можливу дезадаптацію. У разі ставлення до початківця, як до стороннього із групи «сото», настанови досвідченого вчителя перестають бути консультативними і призводять до директивного характеру стосунків. Результати дослідження дають можливість подальшого творчого використання позитивного японського досвіду з професійної адаптації вчителів у перший рік після працевлаштування.","page_numbers":"230-240","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":" Професіоналізм педагога: теоретичні й методичні аспекти"},"translated_abstract":"У японському суспільстві міжособистісні стосунки розвиваються в межах глибинних культурно-історичних процесів. На побудову цих взаємин впливають традиційні поняття, які існують лише в Японії. Наставники відіграють значну роль у соціально-психологічній та професійній адаптації новопризначеного вчителя під час обов’язкової програми входження в професію, яка співпадає з випробувальним періодом. Успіх шкільної частини стажування значно залежить від міжособистісних стосунків, які сформуються між наставником і підопічним. У статті висвітлено унікальність формування їхніх взаємин під впливом складного культурного феномена «уті-сото». Метою статті є дослідження впливу культурно історичного принципу «уті-сото» на стосунки наставника і молодого вчителя в Японії. У статті зроблено висновок, що вирішальним фактором продуктивності їхньої співпраці є сприйняття новачка досвідченим учителем, як члена своєї групи «уті», що насамперед призводить до більш довірливого характеру спілкування і дає можливість попередити можливу дезадаптацію. У разі ставлення до початківця, як до стороннього із групи «сото», настанови досвідченого вчителя перестають бути консультативними і призводять до директивного характеру стосунків. Результати дослідження дають можливість подальшого творчого використання позитивного японського досвіду з професійної адаптації вчителів у перший рік після працевлаштування.","internal_url":"https://www.academia.edu/100045645/%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_%D1%96_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%8F_%D0%B2_%D1%8F%D0%BF%D0%BE%D0%BD%D1%81%D1%8C%D0%BA%D0%BE%D0%BC%D1%83_%D0%BA%D0%BE%D0%BD%D1%82%D0%B5%D0%BA%D1%81%D1%82%D1%96","translated_internal_url":"","created_at":"2023-04-11T06:32:33.807-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":216497208,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":100974719,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100974719/thumbnails/1.jpg","file_name":"10_Стосунки_наставника_2018.pdf","download_url":"https://www.academia.edu/attachments/100974719/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100974719.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100974719/10_%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_2018-libre.pdf?1681220108=\u0026response-content-disposition=attachment%3B+filename%3D100974719.pdf\u0026Expires=1733005839\u0026Signature=R8daSqEJzVBtcT6v7xDFu5VGavKVoKI3behKcodiM1jVou5rSlye4quLx6R8RjLN3MdnMJqlMq-4AoP-SD2zyhC8Xm0ad~aVoTjCUJXaYj6wt6EHh6FdHsAA3mtJItgcZ~xgvGJxnbCTcdbIvbsMxmsA-6PGTjxZbc1nC-Urfh6KchPMgZG8K~DjX6EtjOEhnJDisoxT5SpH6Vx84lfmv-tMzzFitFOfSQMipYFaaDUgPY0KEI5vvPf0sD859Y4RK~9G5z7ISwCkJPp8e6bk4r1sJqWr5vuzEi~YYcD80eyrAUE-dgxQBnANQPQosv8DlHpzcaeAi5LLiP63l6ujOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Стосунки_наставника_і_вчителі_початківця_в_японському_контексті","translated_slug":"","page_count":11,"language":"ru","content_type":"Work","owner":{"id":216497208,"first_name":"Olha","middle_initials":null,"last_name":"Luchenko","page_name":"OlhaLuchenko","domain_name":"uniba","created_at":"2022-03-03T23:30:39.388-08:00","display_name":"Olha Luchenko","url":"https://uniba.academia.edu/OlhaLuchenko"},"attachments":[{"id":100974719,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100974719/thumbnails/1.jpg","file_name":"10_Стосунки_наставника_2018.pdf","download_url":"https://www.academia.edu/attachments/100974719/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"100974719.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100974719/10_%D0%A1%D1%82%D0%BE%D1%81%D1%83%D0%BD%D0%BA%D0%B8_%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D0%BA%D0%B0_2018-libre.pdf?1681220108=\u0026response-content-disposition=attachment%3B+filename%3D100974719.pdf\u0026Expires=1733005839\u0026Signature=R8daSqEJzVBtcT6v7xDFu5VGavKVoKI3behKcodiM1jVou5rSlye4quLx6R8RjLN3MdnMJqlMq-4AoP-SD2zyhC8Xm0ad~aVoTjCUJXaYj6wt6EHh6FdHsAA3mtJItgcZ~xgvGJxnbCTcdbIvbsMxmsA-6PGTjxZbc1nC-Urfh6KchPMgZG8K~DjX6EtjOEhnJDisoxT5SpH6Vx84lfmv-tMzzFitFOfSQMipYFaaDUgPY0KEI5vvPf0sD859Y4RK~9G5z7ISwCkJPp8e6bk4r1sJqWr5vuzEi~YYcD80eyrAUE-dgxQBnANQPQosv8DlHpzcaeAi5LLiP63l6ujOw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":2597402,"name":"наставництво","url":"https://www.academia.edu/Documents/in/%D0%BD%D0%B0%D1%81%D1%82%D0%B0%D0%B2%D0%BD%D0%B8%D1%86%D1%82%D0%B2%D0%BE"},{"id":3183562,"name":"професійна підготовка вчителів","url":"https://www.academia.edu/Documents/in/%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%B0_%D0%BF%D1%96%D0%B4%D0%B3%D0%BE%D1%82%D0%BE%D0%B2%D0%BA%D0%B0_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="99432276"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/99432276/%D0%9F%D0%B5%D1%80%D0%B5%D0%B4%D1%83%D0%BC%D0%BE%D0%B2%D0%B8_%D0%B7%D0%B0%D0%BF%D1%80%D0%BE%D0%B2%D0%B0%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%BF%D1%80%D0%BE%D0%B3%D1%80%D0%B0%D0%BC%D0%B8_%D0%B2%D1%85%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D1%83_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D1%8E_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Передумови запровадження програми входження вчителів у професію в Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100523778/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/99432276/%D0%9F%D0%B5%D1%80%D0%B5%D0%B4%D1%83%D0%BC%D0%BE%D0%B2%D0%B8_%D0%B7%D0%B0%D0%BF%D1%80%D0%BE%D0%B2%D0%B0%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%BF%D1%80%D0%BE%D0%B3%D1%80%D0%B0%D0%BC%D0%B8_%D0%B2%D1%85%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D1%83_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D1%8E_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Передумови запровадження програми входження вчителів у професію в Японії</a></div><div class="wp-workCard_item"><span>Збірник наукових праць «Педагогіка та психологія»</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">У статті було виявлено, що основний відсів кандидатів на посаду вчителя в Японії відбувається на ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">У статті було виявлено, що основний відсів кандидатів на посаду вчителя в Японії відбувається на етапі працевлаштування й обов’язкової програми входження у професію, яка співпадає за часом з випробувальним терміном. Серед передумов, які вплинули на запровадження програми для вчителів-початківців, були визначені особливості педагогічної підготовки в університетах, працевлаштування та перебування на посаді вчителя. В результаті проведеного дослідження було встановлено, що основними факторами на користь визнання програми на законодавчому рівні були підтримка професійного розвитку та сприяння професійній і соціальній адаптації молодих учителів</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="18ea9ca9e1537ad7d9ebb717a9ac0281" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100523778,"asset_id":99432276,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100523778/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="99432276"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="99432276"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 99432276; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=99432276]").text(description); $(".js-view-count[data-work-id=99432276]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 99432276; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='99432276']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 99432276, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "18ea9ca9e1537ad7d9ebb717a9ac0281" } } $('.js-work-strip[data-work-id=99432276]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":99432276,"title":"Передумови запровадження програми входження вчителів у професію в Японії","translated_title":"","metadata":{"doi":"10.5281/zenodo.194923","issue":"55","abstract":"У статті було виявлено, що основний відсів кандидатів на посаду вчителя в Японії відбувається на етапі працевлаштування й обов’язкової програми входження у професію, яка співпадає за часом з випробувальним терміном. 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href="https://www.academia.edu/100042528/%D0%9F%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D0%B9%D0%BD%D0%B0_%D0%B0%D0%B4%D0%B0%D0%BF%D1%82%D0%B0%D1%86%D1%96%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D0%B4%D0%BE_%D1%80%D0%BE%D0%B1%D0%BE%D1%82%D0%B8_%D0%B2_%D1%88%D0%BA%D0%BE%D0%BB%D0%B0%D1%85_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Професійна адаптація вчителів-початківців до роботи в школах Японії</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеці...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Дисертація на здобуття наукового ступеня кандидата педагогічних наук (доктора філософії) за спеціальністю 13.00.04 „Теорія і методика професійної освіти” (015 Професійна освіта). <br />Ключові слова: професійна адаптація, дезадаптація, шок при зіткненні з реальністю, вчителі-початківці, Японія, етапи, неперервна професійна освіта, шкільний вчитель, підготовка вчителів на робочому місці, професійний розвиток учителя, програма входження вчителів у професію, наставництво, <br />впровадження прогресивного японського досвіду.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4faf499ca979a5db549136d317c2f555" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100972373,"asset_id":100042528,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100972373/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i 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class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124825028/Metalinguistic_Awareness_in_Teaching_and_Learning_Foreign_Languages"><img alt="Research paper thumbnail of Metalinguistic Awareness in Teaching and Learning Foreign Languages" class="work-thumbnail" src="https://attachments.academia-assets.com/118979426/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124825028/Metalinguistic_Awareness_in_Teaching_and_Learning_Foreign_Languages">Metalinguistic Awareness in Teaching and Learning Foreign Languages</a></div><div class="wp-workCard_item"><span>Education and science of today: intersectoral issues and development of sciences</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the key notions connected with linguistics, language learning and language teaching nowada...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One of the key notions connected with linguistics, language learning and language teaching nowadays is metalinguistic awareness (MA), also referred to as language awareness or knowledge about language, especially in the language teaching and teacher education discourse. It is perceived as the ability to reflect on and analyse language as well as evaluate language as a process or even a system, which includes understanding the underlying phonetic, lexical and grammar language structures. MA also refers to the awareness that one can manipulate language in different ways on the basis of its analysis, switching focus between form and meaning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a3dfdfac422c88aa62006d712ee727a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118979426,"asset_id":124825028,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118979426/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="124825028"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="124825028"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 124825028; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=124825028]").text(description); $(".js-view-count[data-work-id=124825028]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 124825028; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='124825028']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 124825028, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a3dfdfac422c88aa62006d712ee727a2" } } $('.js-work-strip[data-work-id=124825028]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":124825028,"title":"Metalinguistic Awareness in Teaching and Learning Foreign Languages","translated_title":"","metadata":{"doi":"10.36074/logos-18.10.2024.082","abstract":"One of the key notions connected with linguistics, language learning and language teaching nowadays is metalinguistic awareness (MA), also referred to as language awareness or knowledge about language, especially in the language teaching and teacher education discourse. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="124002458"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/124002458/EMI_and_ELF_in_Teaching_Languages_Other_Than_English"><img alt="Research paper thumbnail of EMI and ELF in Teaching Languages Other Than English" class="work-thumbnail" src="https://attachments.academia-assets.com/118309214/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/124002458/EMI_and_ELF_in_Teaching_Languages_Other_Than_English">EMI and ELF in Teaching Languages Other Than English</a></div><div class="wp-workCard_item"><span>Grail of Science</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The increasing global mobility has led to a rise in multilingual classrooms, making foreign langu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The increasing global mobility has led to a rise in multilingual classrooms, making foreign language teaching more complex. In such environments, using students' native languages to teach foreign languages has become problematic. This challenge is even more pronounced when teaching languages other than English (LOTEs) in multilingual settings, where relying on a common native language is no longer feasible. 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class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learning English by future specialists in the field of psychological sciences is a necessary comp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning English by future specialists in the field of psychological sciences is a necessary component of modern professional development. The structuring of the teaching process positively influences on the quality of classes. An important aspect when teaching ESP is to combine the presented material with CLIL techniques. 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Collection «InterConf»</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Luchenko, O., Bogdanová, H. (2023). Teaching the Japanese language in multilingual classrooms – E...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Luchenko, O., Bogdanová, H. (2023). Teaching the Japanese language in multilingual classrooms – EMI approach. Proceedings of the 14th International Scientific and Practical Conference «Science and Practice: Implementation to Modern Society». Collection «InterConf», (152), (2023, February 26-28) in Manchester, United Kingdom, 110–113. Retrieved from <a href="https://archive.interconf.center/index.php/conference-proceeding" rel="nofollow">https://archive.interconf.center/index.php/conference-proceeding</a>...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e0fc1db3b91f3ed4fcb4ec46e14ef9d7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101535665,"asset_id":100824093,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101535665/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100824093"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100824093"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100824093; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100824093]").text(description); $(".js-view-count[data-work-id=100824093]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100824093; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100824093']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100824093, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e0fc1db3b91f3ed4fcb4ec46e14ef9d7" } } $('.js-work-strip[data-work-id=100824093]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100824093,"title":"Teaching the Japanese language in multilingual classrooms – EMI approach","translated_title":"","metadata":{"abstract":"Luchenko, O., Bogdanová, H. 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(2023). Different approaches to second language learning: EMI vs CLIL. P...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Luchenko O., Doronina O. (2023). Different approaches to second language learning: EMI vs CLIL. Proceedings of the 15th International Scientific and Practical Conference «Methodological and Psychological Issues of Teaching Foreign Languages: Reaching for School and University Integration» (April 21, 2023) in Kharkiv, Ukraine; pp. 53–55.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bff22c62e27982c74db9c34e529bfc5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":101235653,"asset_id":100401248,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/101235653/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100401248"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100401248"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100401248; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100401248]").text(description); $(".js-view-count[data-work-id=100401248]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100401248; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100401248']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100401248, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bff22c62e27982c74db9c34e529bfc5c" } } $('.js-work-strip[data-work-id=100401248]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100401248,"title":"Different approaches to second language learning: EMI vs CLIL","translated_title":"","metadata":{"abstract":"Luchenko O., Doronina O. 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(2023). The current state of the teaching profession in Slovakia and ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Luchenko, O. & Doronina, O. (2023). The current state of the teaching profession in Slovakia and Japan. Scientific Collection «InterConf», (142), 122-124. Retrieved from <a href="https://archive.interconf.center/index.php/conference-proceeding" rel="nofollow">https://archive.interconf.center/index.php/conference-proceeding</a>...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4ce06c15e65599d24ac3c86d19c778ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100982088,"asset_id":100055563,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100982088/download_file?st=MTczMzAwMjIzOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100055563"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100055563"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100055563; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100055563]").text(description); $(".js-view-count[data-work-id=100055563]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100055563; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100055563']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100055563, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4ce06c15e65599d24ac3c86d19c778ca" } } $('.js-work-strip[data-work-id=100055563]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100055563,"title":"The current state of the teaching profession in Slovakia and Japan","translated_title":"","metadata":{"abstract":"Luchenko, O. \u0026 Doronina, O. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100055269"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100055269/Application_of_the_positive_Japanese_experience_in_the_professional_adaptation_of_novice_teachers_for_developing_countries"><img alt="Research paper thumbnail of Application of the positive Japanese experience in the professional adaptation of novice teachers for developing countries" class="work-thumbnail" src="https://attachments.academia-assets.com/100981879/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100055269/Application_of_the_positive_Japanese_experience_in_the_professional_adaptation_of_novice_teachers_for_developing_countries">Application of the positive Japanese experience in the professional adaptation of novice teachers for developing countries</a></div><div class="wp-workCard_item"><span>Scientific Collection «InterConf»</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Scientific Collection «InterConf», (41): with the Proceedings of the 7th International Scientific...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Scientific Collection «InterConf», (41): with the Proceedings of the 7th International Scientific and Practical Conference «Scientific Horizon in The Context of Social Crises» (February 6-8, 2021). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100055018"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100055018/Teaching_and_learning_Japanese_as_a_foreign_language_by_non_native_English_speakers"><img alt="Research paper thumbnail of Teaching and learning Japanese as a foreign language by non-native English speakers" class="work-thumbnail" src="https://attachments.academia-assets.com/100981647/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100055018/Teaching_and_learning_Japanese_as_a_foreign_language_by_non_native_English_speakers">Teaching and learning Japanese as a foreign language by non-native English speakers</a></div><div class="wp-workCard_item"><span>Methodological and Psychological Issues of Teaching Foreign Languages.</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Luchenko O. (2020). Teaching and learning Japanese as a foreign language by non-native English sp...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Luchenko O. (2020). Teaching and learning Japanese as a foreign language by non-native English speakers. Proceedings of the 12th International Scientific and Practical Conference «Methodological and Psychological Issues of Teaching Foreign Languages» (April 10, 2020) in Kharkiv, Ukraine; pp. 83–84.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="06eb6716dde3549922668becf54aa6f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100981647,"asset_id":100055018,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100981647/download_file?st=MTczMzAwMjI0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100055018"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100055018"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100055018; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100055018]").text(description); $(".js-view-count[data-work-id=100055018]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100055018; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100055018']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100055018, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "06eb6716dde3549922668becf54aa6f5" } } $('.js-work-strip[data-work-id=100055018]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100055018,"title":"Teaching and learning Japanese as a foreign language by non-native English speakers","translated_title":"","metadata":{"abstract":"Luchenko O. 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Київ, 6-7 квітня 2018 р.). К.: ГО «Київська наукова організація педагогіки та психології», 2018. Ч. 2. 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Одеса, 17-18 березня 2017 р.). Одеса: ГО «Південна фундація педагогіки», 2017. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100054288"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100054288/%D0%A6%D1%96%D0%BB%D1%96_%D0%BF%D1%80%D0%BE%D0%B3%D1%80%D0%B0%D0%BC%D0%B8_%D0%B2%D1%85%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%83_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D1%8E_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97"><img alt="Research paper thumbnail of Цілі програми входження вчителів-початківців у професію в Японії" class="work-thumbnail" src="https://attachments.academia-assets.com/100981062/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100054288/%D0%A6%D1%96%D0%BB%D1%96_%D0%BF%D1%80%D0%BE%D0%B3%D1%80%D0%B0%D0%BC%D0%B8_%D0%B2%D1%85%D0%BE%D0%B4%D0%B6%D0%B5%D0%BD%D0%BD%D1%8F_%D0%B2%D1%87%D0%B8%D1%82%D0%B5%D0%BB%D1%96%D0%B2_%D0%BF%D0%BE%D1%87%D0%B0%D1%82%D0%BA%D1%96%D0%B2%D1%86%D1%96%D0%B2_%D1%83_%D0%BF%D1%80%D0%BE%D1%84%D0%B5%D1%81%D1%96%D1%8E_%D0%B2_%D0%AF%D0%BF%D0%BE%D0%BD%D1%96%D1%97">Цілі програми входження вчителів-початківців у професію в Японії</a></div><div class="wp-workCard_item"><span>Методологія сучасних наукових досліджень</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Методологія сучасних наукових досліджень: матеріали ХІІІ міжнародної наук.-прак. конференції (м. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Методологія сучасних наукових досліджень: матеріали ХІІІ міжнародної наук.-прак. конференції (м. Харків, 10-11 листопада 2016 р.). Харків: ХНПУ ім. Г. С. Сковороди, 2016. С. 73-76</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ccdcd07540f87557ddd184b0dc4e5f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100981062,"asset_id":100054288,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100981062/download_file?st=MTczMzAwMjI0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100054288"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100054288"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100054288; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100054288]").text(description); $(".js-view-count[data-work-id=100054288]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100054288; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100054288']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100054288, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0ccdcd07540f87557ddd184b0dc4e5f2" } } $('.js-work-strip[data-work-id=100054288]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100054288,"title":"Цілі програми входження вчителів-початківців у професію в Японії","translated_title":"","metadata":{"abstract":"Методологія сучасних наукових досліджень: матеріали ХІІІ міжнародної наук.-прак. конференції (м. 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Харків, 11-12 листопада 2014 р.). Харків: ХНПУ ім. Г. С. Сковороди, 2014. С. 29-31.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b8a02d16160028774d9fb6298a407d80" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100981006,"asset_id":100054118,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100981006/download_file?st=MTczMzAwMjI0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100054118"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100054118"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100054118; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100054118]").text(description); $(".js-view-count[data-work-id=100054118]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100054118; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100054118']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100054118, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b8a02d16160028774d9fb6298a407d80" } } $('.js-work-strip[data-work-id=100054118]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100054118,"title":"Методи впровадження програми входження вчителів-початківців у професію в Японії","translated_title":"","metadata":{"abstract":"Методологія сучасних наукових досліджень: матеріали ХІ наук.-прак. конференції молодих учених (м. 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Харків, 22 листопада 2012 р.). Харків: ХНПУ ім. Г. С. Сковороди, 2012. С. 72-74.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="75e21d011bd048e1f55be5ec4c8a5464" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100980395,"asset_id":100053234,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100980395/download_file?st=MTczMzAwMjI0MCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100053234"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100053234"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100053234; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=100053234]").text(description); $(".js-view-count[data-work-id=100053234]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 100053234; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='100053234']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 100053234, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "75e21d011bd048e1f55be5ec4c8a5464" } } $('.js-work-strip[data-work-id=100053234]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":100053234,"title":"Поддержка адаптации начинающих преподавателей в Японии","translated_title":"","metadata":{"abstract":"Сучасна освіта в умовах реформування: проблеми, теорія, практика: матеріали наук.-прак. конференції (м. 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