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This case study examines four Japanese pre-service teachers' (PST's) experience of learning Bob Moses' student-centered pedagogical framework (Moses & Cobb, 2001) in the context of teaching English as a foreign language, a subject arguably the most difficult for both Japanese students and teachers. The framework is most effective when used to teach diverse learners, including English-as-second or foreign-language learners (Ahn et al., 2018), but its effectiveness in linguistically and culturally different contexts such as Japan has not been researched yet. To examine this, we provided an opportunity for pre-service teachers from the Kobe University teacher education program to learn and teach using the framework. Four PSTs were recruited to participate in three online meetings. First, they watched a model five-step lesson, followed by choosing a difficult English concept to teach in pairs for upper elementary school students. After planning and receiving feedback on their lesson plans, each pair taught a lesson in front of the online group. The leaders and peers provided continuous feedback to improve their lessons, culminating in short online lessons for 5th and 6th grade elementary students. The data consist of PSTs' written reflections, lesson plans, and a researcher memo of a group interview done after the lesson. We aimed to answer the question: What were the most impactful elements of the Moses' student-centered framework for the PSTs as they learn to apply it in their own teaching? The following three themes emerged in regard to the PSTs' learning: (1) modeling teaching, (2) formative feedback, and (3) scaffolding steps. The results indicated that Moses' approach is a promising pedagogical framework that can be successfully applied in the Japanese educational context to guide those who wish to apply active learning and student-centered approaches in their teaching practice, including English language education.

This case study examines four Japanese pre-service teachers' (PST's) experience of learning Bob Moses' student-centered pedagogical framework (Moses & Cobb, 2001) in the context of teaching English as a foreign language, a subject arguably the most difficult for both Japanese students and teachers. The framework is most effective when used to teach diverse learners, including English-as-second or foreign-language learners (Ahn et al., 2018), but its effectiveness in linguistically and culturally different contexts such as Japan has not been researched yet. To examine this, we provided an opportunity for pre-service teachers from the Kobe University teacher education program to learn and teach using the framework. Four PSTs were recruited to participate in three online meetings. First, they watched a model five-step lesson, followed by choosing a difficult English concept to teach in pairs for upper elementary school students. After planning and receiving feedback on their lesson plans, each pair taught a lesson in front of the online group. The leaders and peers provided continuous feedback to improve their lessons, culminating in short online lessons for 5th and 6th grade elementary students. The data consist of PSTs' written reflections, lesson plans, and a researcher memo of a group interview done after the lesson. We aimed to answer the question: What were the most impactful elements of the Moses' studentcentered framework for the PSTs as they learn to apply it in their own teaching? The following three themes emerged in regard to the PSTs' learning: (1) modeling teaching, (2) formative feedback, and (3) scaffolding steps. The results indicated that Moses' approach is a promising pedagogical framework that can be successfully applied in the Japanese educational context to guide those who wish to apply active learning and student-centered approaches in their teaching practice, including English language education. [ABSTRACT FROM AUTHOR]