{'fraction_non_alphanumeric': 0.030575539568345324, 'fraction_numerical': 0.0, 'mean_word_length': 6.571428571428571, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Japan's teacher acculturation: critical analysis through comparative ethnographic narrative

Cross‐cultural teaching and research in Canada and Japan is reported. Ethnographic narrative methods were used to examine Japan's teacher acculturation. Canada's teachers are largely required to work in isolation, to learn their practice through trial and error. There is little provision for mentorship and insufficient time to reflect. In contrast, Japan's teachers have opportunities for reflection, collegiality and collaboration. Moreover, effective induction practices have evolved gradually, becoming a tacit part of teaching culture. Japan's teacher acculturation is characterized by significant teacher relationships; leadership and guidance; and further cultivated through professional development. However, undeveloped pre‐service programmes, one‐way, ‘top–down’ pedagogical exchanges, and ineffective mentors are contentious issues, hampering teacher education reforms. Nevertheless, Japanese induction practices challenge us to ameliorate teacher education to focus more on the needs of beginning teachers.