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This study examines the impact of a U. S. teacher training program on eight Japanese English professionals’ teaching beliefs and practices after the completion of the program. It also investigates the teachers’ perspectives on how they resolve tensions, if any, between their teaching beliefs, Japanese teaching contexts, and new knowledge learned in the program. The data were collected mainly through qualitative methods such as multiple interviews with teachers and through document analysis. The results suggest that while the teachers considered the training experiences to be positive, they faced difficulties in applying their new knowledge in their own teaching contexts due to school, social, and cross-cultural factors. Despite the challenges, the data also revealed that the teachers attempted to negotiate the gap between expectations in these contexts and their teaching beliefs. We conclude that in order to understand the impact of teacher education programs, it is important to explore teachers’ perspectives on their learning to teach.

The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English