How early-career English language teachers can grow professionally, despite all odds

English has become a global language, dominating various sectors from science to tourism. One major way to learn English is through TESOL (Teaching English to Speakers of Other Languages) teachers. However, early-career TESOL teachers face challenges related to confidence in their abilities, support from schools, and the status of foreign language teachers, making teaching more difficult. So, it is critical to understand their professional aspirations and struggles, as well as how they can take responsibility for their teaching in challenging school environments, to effectively support their growth.

Moreover, their professional growth is not a singular event; instead, it occurs over time. Taking this into consideration, a research team led by Professor Yoshiyuki Nakata from the Faculty of Global Communications at Doshisha University, Japan, traced and analyzed the experiences of early-career TESOL teachers in Japan across their primary and secondary schooling, university studies, teacher training, and the early stages of their teaching careers. The team included Professor Xuesong (Andy) Gao from the School of Education at the University of New South Wales, and Mr. Takahiro Miyazaki from Kobe Municipal Fukiai High School, Japan. Their study was published on January 14, 2026, in TESOL Quarterly.

Highlighting the motivation behind the study, Prof. Nakata says, “Amid declining interest among students in becoming English teachers and growing attrition rates among teachers, we felt it was necessary to understand the learning processes and challenges faced by student teachers and early-career teachers.”

To achieve this, researchers collected detailed data from three early-career secondary TESOL teachers in two stages. First, they used the reflective reports submitted by the teachers in their fourth year of the English Teacher Licensure Program. These reports contained reflections on their past learning experiences and the inspiring teachers they had in primary and secondary school. Second, an online focus group discussion was conducted where teachers reflected on their growth and struggles after becoming teachers and their future aspirations.

A detailed analysis revealed that participants’ learning experiences in primary and secondary school largely influenced their commitment to teaching. For example, one participant, Fuga (name changed), had meaningful encounters with English in high school through movies, songs, and a study abroad program. This dramatically changed his perception of English, from a mere school subject to an important communication tool. He also had three supportive teachers at different educational stages, who treated students as whole human beings and promoted practical ways to learn English. This greatly influenced Fuga’s decision to choose a teaching career. Importantly, these experiences allowed him to maintain his motivation despite being unable to deliver lessons in his ideal way at his current school.

Researchers also found that when participants had experienced teachers as mentors in their current schools, it significantly impacted their professional development. Another participant, Saki (name changed), for instance, believed that students felt comfortable talking to her because of her young age, not because they trusted her. But she wanted to be a trustworthy teacher. By observing and interacting with senior teachers, she learned the importance of understanding and caring for each student to earn their trust. So, she proactively engaged with struggling students before and after class, helping her become the teacher she aims to be.

Furthermore, participants also developed as both learners and teachers through their university and study-abroad experiences. For example, another participant, Yae (name changed), found it joyful to express herself in English and realized that there are diverse ways to learn English while she was studying abroad at a university. She also viewed challenges as learning opportunities, which was further reinforced during her teaching practicum. So, in her current school, although she struggles to keep up with other teachers’ pace and style, she strives to add her personal essence to her teaching.

These findings highlight the need for supportive networks for early-career teachers and opportunities for them to reflect on their professional development. “New teachers could benefit from openly discussing their challenges, particularly with senior teachers who can relate to their past experiences. Teacher training sessions should bring together aspiring teachers with diverse learning experiences and school backgrounds to promote collaborative learning. Ultimately, we hope our study encourages students, teachers, educators, and researchers across the TESOL community to support one another,” concludes Prof. Nakata.

About Professor Yoshiyuki Nakata from Doshisha University, Japan
Dr. Yoshiyuki Nakata is a Professor in the Faculty of Global Communications at Doshisha University, Japan. He received his PhD in Applied Linguistics from Trinity College Dublin, Ireland. His research interests include foreign language motivation, self-regulated learning, teacher-learner autonomy, and classroom English. He has authored numerous peer-reviewed papers and is the recipient of the 2016 EuroSLA Yearbook Prize. He was also a Visiting Fellow at the School of Education, the University of New South Wales (April 2024–March 2025), and formerly an Associate Professor at the Hyogo University of Teacher Education, Japan.

Funding information
The authors have nothing to report.

Media contact:
Organization for Research Initiatives & Development,
Doshisha University,
Kyotanabe, Kyoto 610-0394, Japan
E-mail: jt-ura@mail.doshisha.ac.jp

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