著者

嘉数 健悟 岩田 昌太郎

出版者

中国四国教育学会

雑誌

教育学研究ジャーナル (ISSN:13495836)

巻号頁・発行日

vol.7, pp.1-10, 2010-12-15 (Released:2017-04-06)

参考文献数

17

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This study examines the program and contents of the teacher training in Singapore's National Institute of Education (NIE). As a part of the study of the program and its content, a survey was also conducted on In-service training. The following three points have been discovered to be applicable to teacher education in Japan.The first point suggests a way to improve practice teaching system in Japan. In Singapore, practice teaching involves a mentor and a novice teacher working together at the same school. All the participants in the practice teaching program work closely together to develop students' educational experience. Based on this observation, it appears necessary to reexamination of Japan's practice teaching program to develop one in which all those involved are connected more closely.The second point suggests an establishment of a teaching professional standard. In Japan, the recent year's educational reforms call for a teacher training program which clearly establishes teacher professional. In Singapore, the national standards for teacher education were first established in 2005 and revised in 2009. Japanese universities need to set and enforce the standards necessary to establish qualifications of future teachers.The third point advocates the establishment of an individualized training program. In Singapore, according to a teacher's abilities and qualifications, a grade is prepared along with an appropriate training program In Japan, graduate schools which accept qualified in service teachers should be beneficial.

著者

上地 幸市 嘉数 健悟

出版者

沖縄大学人文学部

雑誌

沖縄大学人文学部紀要 = Journal of Humanities and Social Sciences (ISSN:13458523)

巻号頁・発行日

no.22, pp.69-76, 2019-03-31

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本報告は,学校と大学の協働による「教職インターンシップ実践」において学生がどのようなことを学び,どのようなことを課題としているのかを明らかにし,学生の実践的指導力の基礎を培うための基礎資料を得ることを目的とした。その結果,以下の4 点が明らかになった.1)学生たちは「教職インターンシップ実践」における学校現場での継続的な教育活動において「各教科等の授業への指導補助及び教材・教具・掲示物等の制作」や「問題を抱える生徒や別室登校生徒等,個別の生徒への支援」についての成果や課題を認識する傾向にある。2)大学での事前指導の学びと学校現場における「体験的な学び」のつながりには,大学における教科指導の在り方や生徒指導の3 機能を生かした生徒との関わり方等があげられる。3)一部の学校にとどまっている教育活動について理解と協力を得る必要がある。4)「つなぐ・つながる力」の基礎を培う体験的な学びの機会が少ないため,地域資源や地域文化と生徒をつなぐ横断的なカリキュラムの事例提供など,大学における教職課程のカリキュラムの検討が求められる。

著者

江藤 真生子 嘉数 健悟

出版者

日本体育科教育学会

雑誌

体育科教育学研究 (ISSN:13428039)

巻号頁・発行日

vol.35, no.2, pp.1-16, 2019

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The purpose of the present study was to classify studies on physical education teacher education using theoretical orientations (Tinning, 2006), the framework of which is a basic conceptual structure, and to analyze research questions and methods. We classified domestic and international studies on physical education teacher education into behavioristic orientation, personal orientation, traditional/craft orientation, and critical inquiry orientation and analyzed the purpose and research methods of representative studies that characterized each orientation. The results revealed the research questions researchers have about teachers' competency development and the research methods applied in each theoretical orientation. Moreover, it became clear that personal orientation was most common in overseas literature. The traditional/craft orientation was most common in domestic literature. We realized that with regard to research methods, qualitative research is most common in foreign literature, while in Japanese literature, quantitative, qualitative, and mixed research are all nearly equally present. In Japan, the reason many qualitative studies are being conducted as a traditional/ craft orientation is believed to be that instructors use them to implement what they learn in workshops and programs in order to investigate their development and formation of competence. It is inferred that modeling can be achieved by showing the outcome of the program and training. <br> Within Japan, in the future, more incisive perspectives are desired (Fukami, 2015; Kihara, 2015; Kitazawa/Suzuki, 2013). By incisive perspectives, we mean those that examine—from the perspective of development and growth—the beliefs and perceptions of teachers related to their practice of teaching, as well as the processes by which they developed their teaching capabilities. This sort of research would indicate individualistic trends. In other words, in Japan, research examining individualistic trends is greatly desired.