Teachers' Attitudes Toward Primary School English Teaching Reform in Japan: Implications for Second Language Teacher Education.

This article examines Japanese elementary school teachers' attitudes toward the 2020 reform that introduced English as a formal subject in primary education, shifting responsibility to homeroom teachers who often lack specialized training. The study, based on surveys and workshops with 39 in-service teachers, found that while teachers generally support the policy's goal of preparing students for a globalized world, they face significant challenges including limited English proficiency, insufficient pedagogical knowledge, lack of training opportunities, classroom management issues, and societal perceptions favoring native English speakers. The findings highlight constrained teacher agency due to conceptual, classroom, and institutional-societal factors, emphasizing the critical role of ongoing, practical in-service teacher education to empower teachers as active agents of policy implementation. The study suggests that sustained professional development, collaborative learning environments, and greater government support are essential for effective curriculum reform in Japan and offer insights applicable to similar reforms in other Asian contexts.