Teaching Expertise in Three Countries: Japan, China, and the United States

The book compares the development of expertise in preschool teaching in China, Japan, and the United States. Based on interviews and videos, it reveals cultural variations and cross-national similarities in teaching approaches. Younger teachers tend to follow scripts, while experienced teachers are quieter, know children better, and are more present.

Format: Hardback
Length: 208 pages
Publication date: 11 April 2022
Publisher: The University of Chicago Press

In her book, Teaching Expertise in Three Countries, Akiko Hayashi delves into the perspectives of teachers from Japan, China, and the United States regarding what it takes to be an expert teacher. Through extensive interviews conducted over a span of fifteen years and classroom videos captured, Hayashi offers a insightful portrayal of these emerging experts. While her research unearthed cultural nuances within the different national contexts, her analysis of how teachers evolved their pedagogical approaches throughout their careers also revealed numerous cross-cultural similarities. Younger teachers often express a sense of urgency, adhering to scripts and engaging in excessive talking, whereas experienced teachers describe themselves as more reserved, possessing a deeper understanding of children, and being more present.

Teaching Expertise in Three Countries, including a foreword by Joseph Tobin, a renowned scholar in early childhood education, serves as a valuable foundation for understanding the progression and pathways of development during the initial decade of teaching in three distinct national contexts. This book underscores the significance of comparative education in shedding light on these developmental dynamics.

Hayashi's research highlights the contrasting approaches taken by teachers in Japan, China, and the United States. Younger teachers, often driven by a desire to establish themselves and meet expectations, tend to adopt a more hurried and scripted manner of teaching. They may feel the pressure to cover a vast curriculum and engage students actively, resulting in a more talkative classroom environment. On the other hand, experienced teachers possess a profound understanding of children and their learning needs. They are characterized by their calm demeanor, allowing for a more thoughtful and child-centered approach. These teachers are known for their ability to create a nurturing and supportive learning environment, where students feel valued and encouraged to explore and develop their skills.

One of the key findings of Hayashi's research is the importance of teacher reflection and professional development. Younger teachers often prioritize quick fixes and immediate results, seeking guidance from colleagues or relying on readily available resources. However, experienced teachers recognize the value of continuous learning and self-reflection. They actively seek opportunities to enhance their skills, attend workshops, and engage in professional development programs. They are open to experimenting with new teaching methods and adapting their pedagogy to meet the unique needs of their students.

Another notable aspect of Hayashi's book is the cultural variations that influence teaching expertise. While there are commonalities across the three countries, each nation has its own unique teaching traditions and practices. In Japan, for example, teachers are highly respected and valued for their expertise and dedication. They are expected to possess a deep understanding of the subject matter and to be role models for their students. In contrast, in China, teachers are more focused on imparting knowledge and achieving academic success. They may prioritize rote learning and test-based assessments, which can lead to a more standardized and competitive classroom environment. In the United States, teachers are encouraged to be creative and innovative in their teaching approaches. They are given more autonomy and flexibility to design their lessons and incorporate technology and other resources to enhance student learning.

Despite these cultural differences, Hayashi's analysis reveals that there are also cross-national similarities in the development of teaching expertise. Teachers across all three countries recognize the importance of building strong relationships with their students. They understand that effective teaching involves not only imparting knowledge but also fostering a sense of empathy, respect, and support. Teachers are also aware of the impact they can have on their students' lives, both academically and personally, and strive to create a positive and inclusive learning environment.

In conclusion, Teaching Expertise in Three Countries provides a comprehensive and insightful exploration of the development of teaching expertise in Japan, China, and the United States. Through her extensive research and analysis, Akiko Hayashi offers a valuable portrait of expert teachers in the making. While cultural variations exist, the book highlights the commonalities and cross-national similarities in the development of teaching expertise. It serves as a valuable resource for educators, policymakers, and researchers interested in understanding the dynamics of teaching and learning across different cultural contexts.

Dimension: 229 x 152 x 18 (mm)
ISBN-13: 9780226818658