| This study evolved from my cross-cultural learning and teaching experience in Canada and Japan. Drawing mainly from reflexive ethnography and narrative inquiry, I have used a "comparative ethnographic narrative" to investigate teacher acculturation. The research methodology parallels the serendipitous and personal nature of teacher induction. I have chronicled my educational journey as a learner, teacher and researcher. The text is filled with teachers' stories based on lived experiences---connected through the common thread of learning to teach. The narratives of Japan's teachers are linked to my own personal narrative, through my research and connections to the teachers.;The blending of reflexive ethnography and narrative inquiry research methodologies described here presents an original approach to cross-cultural study providing a framework for further comparative education research and advancing the knowledge of teacher induction in Japan, Canada and elsewhere. As teaching is a cultural activity, educational reforms must occur gradually. Japanese teacher acculturation offers a mirror for us to reflect on current practices, rather than a model for us to adopt 'lock, stock and barrel.' It is hoped that this study will help to uncover some of the most salient features that successfully prepare individuals to gradually becoming acculturated into the teaching profession. Effective teacher induction is critical, for any effort to reform education, ultimately depends on the effectiveness of teachers.;Beginning teachers in Canada are largely required to work in isolation, to learn their practice through trial and error---left to "sink or swim." There is little provision for mentorship and insufficient time to reflect on teaching practices. In contrast, Japan's teacher induction programs facilitate collegiality and collaboration between novice and experienced teachers. Moreover, teachers are both life-long learners and researchers and thus contribute greatly to the profession. However, undeveloped preservice programs, one-way, "top-down" pedagogical exchanges, and ineffective mentors are contentious issues that hamper further improvements to teacher education. Moreover, mentors must be specially trained and more carefully selected based on performance rather than seniority. Nevertheless, Japan's gradual teacher acculturation successfully integrates time to think and reflect, a shared culture of the craft of teaching, and an apprenticeship model of teacher development. |
