Exploring the preservice training of assistant language teachers in Japan: Contents, gaps and recommendations

This study explored the preservice training programs of Assistant Language Teachers (ALTs) in Japan, analyzing their content, identifying gaps and overlooked essential topics, and proposing enhancements to equip ALTs for their roles better. A mixed-methods approach was employed, combining survey data analyzed through descriptive statistics and thematic analysis. Findings revealed that training emphasized foundational topics such as Introduction to English Education and Team Teaching, highlighting the need for understanding Japan's education system and collaborative teaching roles. However, less attention was given to Error Correction and Feedback and Reading and Writing, indicating potential gaps. ALTs suggested additional training in Cultural Awareness, Lesson Planning, Classroom Management, and Professional Growth, emphasizing cultural competence, practical strategies, and career development. The study concluded that while effective in some areas, current training programs must address these gaps to align better with ALTs' needs. Recommendations include expanding modules on error correction, reading and writing pedagogy, cultural sensitivity, lesson planning, and classroom management. Professional development opportunities like certifications were also suggested to support long-term career growth. These improvements aim to enhance ALTs' effectiveness in Japanese classrooms and improve English education outcomes. Future research could explore the impact of such improvements on classroom effectiveness and student learning.