This exploratory mixed-methods study investigates the effectiveness of class-based activities to encourage a positive mindset among pre-service primary teachers. Conducted during English for Primary School and Primary School English Teaching Methods classes at a private university in Japan, the results of the study indicate that the activities can help build self-awareness, self-assuredness, and self-sufficiency.
All primary schools across Japan had to implement a foreign language (L2) as an assessed subject into their curriculum from 2020. In most cases, the language chosen was English. As a consequence, university students taking primary school license credits now also have to take two additional semester-length English classes, English for Primary School and Primary School English Teaching Methods. Although these students are expected to teach all subjects once employed in a primary school, the reality is that their level of confidence and subject-specific knowledge varies across subjects. While some students, including English specialists, are looking forward to teaching English in their future careers, others are anxious and concerned about whether they will be able to teach English on their own or in a team teaching situation. The building up of positive emotions, including confidence, enjoyment, enthusiasm and interest, engagement and a growth mindset, initially as L2 learners, and after graduation as teachers, are thus important components of pre-service teacher development. Conducted during English for Primary School and Primary School English Teaching Methods courses at a small private university in Japan, this ongoing exploratory action research mixed-methods study utilizes classroom observation, survey, and interview data to investigate the effectiveness of integrating class-based activities and a reflection tool in the courses to build up L2 knowledge, teaching skills and confidence. The activities are designed to increase resilience, encourage self-awareness, self-assuredness, and self-sufficiency, and instill a positive mindset to enable students to flourish, rather than flounder, if they find themselves being expected to take an active part in L2 classes. Post-activity surveys and interviews indicate the activities were mostly effective in establishing a more confident and positive L2 teaching persona in pre-service primary education majors. Given that the activities were conducted in both online and face-to- face classroom contexts, more research is required to explore their long-term effect once students graduate and are placed in real-life L2 teaching situations.
