著者

當山 清実

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.19, pp.101-111, 2010

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<p>  The purpose of this study is to clarify the effectiveness of INSET(In-Service Education and Training), a system that has been operating since 2006 for the professional development of "excellent teachers" who have received an annual recommendation at prefectural level and commendation from the Minister of Education, Culture, Sports, Science and Technology.</p><p>  In this study, it is assumed that data collected from questionnaires completed by excellent teachers reflect successful models of professional development in the teaching profession. This paper particularly analyzes the effect of self-development on professional development, one of the main targets of INSET.</p><p>  How could these excellent teachers come to achieve a level of professional development which deserves commendation? Their life courses, in terms of college of education, selection, placement and transfers, INSET and so forth, can serve as model cases for the personnel management of successful teachers. Although there are many factors involved in professional development, INSET is especially important, because it is directly connected with educational practice.</p><p>  Results of the questionnaire analysis show the responses of excellent teachers are as follows. First, the effect of self-development on professional development is higher than other effects of INSET. Second, there are four main concepts of self-development which can influence their professional development and experience. Third, excellent teachers are likely to sacrifice their time for and spend considerable money on self-development. Finally, self-development is a base for professional development, and because various training supplements itself, a marked synergy effect is created.</p><p>  For the future, it is necessary to expand the scope of this study to encompass the effects of "On-the-Job Training" and "Off-the-Job Training", and to conduct a comprehensive analysis by additionally conducting interview studies.</p>

著者

當山 清実

出版者

日本教育行政学会

雑誌

日本教育行政学会年報 (ISSN:09198393)

巻号頁・発行日

vol.35, pp.182-198, 2009

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The purpose of this study is to clarify the effect of INSET (IN-Service Education and Training), which leads to the professional development of "excellent teachers" who have been annually recommended in all prefectural levels and commended by the Minister of Education, Culture, Sports, Science and Technology since 2006. In this study, the data collected from questionnaires supposes excellent teachers to be successful models of professional development in the teaching profession. This paper particularly analyzes the effect of off-the-job training on professional development which is one of the main forms of INSET. How could these excellent teachers come to achieve a level of professional development which deserves commendation? Their life courses can be model case of the personnel management of successful teachers : their college of education, selection, placement and transfers, and INSET, etc. There are many factors in terms of professional development. Above all of these, INSET is especially important, because it is directly connected with educational practice. Moreover, off-the-job training requires a great deal of public funds. Therefore, this paper will also examine its cost-effectiveness. The results of the questionnaire show the responses of excellent teachers as follows. First of all, there is little effect of the training by the educational administration, especially compulsory training, compared with other training. However, excellent teachers tend to think positively about their training, and this positivity can be seen as the basic factor in the effectiveness of their professional development. Secondly, the effect of "long-term consignment training" is very high, especially having such training in graduate school. Excellent teachers think that it is the most fruitful and useful for them. They grapple with their training themes aggressively in order to get good personal results. Moreover, these teachers can also receive many indirect influences, such as mutual enlightenment from their peers and so on. Finally, the effect of "off-the-job training" varies according to the school level and specialized field in which the teacher instructs. Excellent teachers who specialize in "club activities" and those in "senior high schools" feel compulsory training to be particularly ineffective, and tend to develop themselves by their own means. Continuing this theme for a future subject, it is necessary to expand the scope of this study in terms of the effects of "on-the-job training" and "self development," and to add interview research in order to conduct a comprehensive analysis.