REVEALING THE COMPETENCY GAP: PROFESSIONAL DEVELOPMENT NEEDS OF JAPANESE LANGUAGE INSTRUCTORS IN NONFORMAL TRAINING CENTERS

Abstract

Japanese language instructors must be both professionally competent and effective teachers in non-formal education centers, such as job training centers (Lembaga Pelatihan Kerja, LPK) for aspiring migrant workers.  It remains unclear how much practical experience in Japan versus academic credentials influences successful instruction in these settings.  The instructional efficacy of two groups of LPK teachers, those with a degree in Japanese literature and those without formal education but with extensive job experience in Japan, was examined in this research.  Semi-structured interviews with five instructors and observations of classrooms in three LPKs were used to gather data. In contrast to their academically qualified counterparts, who occasionally found it challenging to adapt lessons to meet vocational requirements, teachers with firsthand experience in Japanese corporate culture demonstrated superior contextual teaching skills, language proficiency, and student engagement, according to a descriptive qualitative analysis.  The results suggest that professional job experience may be a viable alternative to official teaching qualifications in LPK contexts.  To enhance teaching competence in vocational Japanese education, it is recommended that teacher development programs incorporate practical experience.