岡山大学グローバル・パートナーズ, 岡山大学教育開発センター, 岡山大学言語教育センター, 岡山大学キャリア開発センター Acta Medica Okayama 1881-5952 10 2014 A Discussion of Practitioner Research: How Are Reflective Practice, Action Research, and Exploratory Practice Different? 105 114 EN Ian Nakamura 10.18926/53177 　The time has come to see the three major forms of Practitioner Research under a general umbrella as well as distinct choices and commitments to pursue professional self-inquiry into the way and ways we teach and how our students (may) learn. The focus of this paper is on understanding each approach by tracing its origins and key concepts. The aim of this working paper is to take the first step in building an accessible foundation of knowledge from which classroom teachers can then pursue their own interest or concern in the method that appeals to them the most. No potential conflict of interest relevant to this article was reported.

岡山大学国際センター, 岡山大学教育開発センター, 岡山大学言語教育センター, 岡山大学キャリア開発センター Acta Medica Okayama 1881-5952 9 2013 Reflective Practice for Professional Development: A Preliminary Consideration of What We Can Learn about Teaching from Movies about Teachers 155 168 EN Ian Nakamura 10.18926/52199 　This exploratory study will begin with a review of cinematic portrayals of teachers and their situations by establishing three categories: thought-provoking stories of teachers and students trying to overcome social barriers, entertainment first productions with an uplifting resolution of conflict, and documentaries that track the real-life struggles and successes of educational practitioners and their students through projectbased training and performance. Then I will use forms of reflective practice and discourse analysis to delve deeper into the details of teaching and context. This working paper will conclude with some thoughts on what ‘good’ teachers do. No potential conflict of interest relevant to this article was reported.

岡山大学国際センター, 岡山大学教育開発センター, 岡山大学言語教育センター, 岡山大学キャリア開発センター Acta Medica Okayama 1881-5952 8 2012 Reflections on Learning from a Study Leave: One Year Later 151 162 EN Ian Nakamura 10.18926/49297 Surviving, thriving, and evolving followed by further noticing, reflecting, and acting are some of the stages a teacher-researcher goes through before, during, and after the study leave experience. Having the opportunity to literally remove oneself from the daily concerns, routines, and habits entrenched in one’s local institutional context for an extended period of time（ e.g., six months） is an experience like no other. Blood donation campaigns call giving blood ‘a gift that keeps on giving’. While the majority of people in our profession do carry on with their work quite well without ever going on a study leave （or donating blood）, an important revelation that I have had is: a study leave is also ‘a gift that keeps on giving’. No potential conflict of interest relevant to this article was reported.