THE ESSENCE AND CONTENT OF FOREIGN LANGUAGE TEACHERS’ TRAINING IN JAPANESE UNIVERSITIES

Abstract

The article provides an in-depth study of the essence and content of professional training for future foreign language teachers in Japan within the context of profound educational transformation, globalization of the educational services market, and the growing role of foreign languages as tools of economic and cultural integration. It is emphasized that the Japanese model of teacher education has been shaped by the interplay of traditional value culture and modern innovative strategies: it is grounded in the concept of continuous professional development, collective reflection, and collaboration, which stem from the social nature of the Japanese educational system oriented toward shared responsibility and joint decision-making.

The essence of teacher preparation is interpreted as an integrated process of developing professional competence that encompasses subject-specific, methodological, digital, social, and communicative components. It is noted that the content of this preparation extends beyond traditional academic education and includes practice-oriented learning – internships, supervision, and lesson study – ensuring a transition from studying theory to its conscious application in real school settings. The article highlights the role of educational digitalization, which has become particularly relevant after the COVID-19 pandemic: universities are expanding program content through interactive blended learning, the use of cloud platforms, collaborative tools, and formative assessment services.

Special attention is given to current challenges and contradictions: disparities in the quality of teacher education among universities, the need to expand mentoring, risks of professional burnout, as well as the gap between state policy objectives and real classroom practices, which largely remain focused on grammar-translation approaches. It is concluded that the Japanese experience may serve as a valuable reference point for teacher-education systems seeking to integrate academic rigor, digitalization, and practice-based training.

Prospects for further research are related to analyzing the effectiveness of various models of university–school partnership, examining the influence of digital tools on the development of communicative competence, and comparing national models of mentoring and supervision as factors in the professional formation of future foreign language teachers.