著者

神藤 貴昭

出版者

京都大学

雑誌

京都大学高等教育研究 (ISSN:13414836)

巻号頁・発行日

vol.17, pp.85-94, 2011-12-01

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Faced an "FD obligation" phase, Japanese Universities are carrying out various faculty development programs. There are two faculty development models, the "mutual training model" and the "technological-business model". The latter includes a PDCA cycle for improvement of educational activities. These two models are complementary in faculty development activities. In this study, making reference to Sumeragi's (1996, 2002) clinical pedagogy, and Tanaka's (2003a, 2006, 2008) faculty development theory, it appears that these two models are unified by the "clinical sense of faculty development activities" of faculty development facilitators. "Clinical sense of faculty development activities" is defined as a "sense of faculty development facilitators to conduct faculty development activities as mutual trainings which are not operated by a technological-business model." "Clinical sense of faculty development activities" is clarified through case studies of classroom consultation in a Japanese national university. In addition, institutional character supporting the "clinical sense of faculty development activities" of faculty development facilitators is discussed. So, it is pointed out that "coordinated mutual training type faculty development" is important for actual university educational practice.