文献一覧: 中部大学大学教育研究センター (出版者)

3 0 0 0 OA カナダおよび先進諸国の教育専念教員の実態について - 導入の背景、特徴、課題 -

著者: 沖裕貴
出版者: 中部大学大学教育研究センター
雑誌: 中部大学教育研究 (ISSN:13497316)
巻号頁・発行日: vol.17, pp.1-18, 2017-12-20 (Released:2018-02-14)

本稿では、カナダおよび世界各国の制度的な教育専念教員ならびに実質的な教育専念教員に関する実態とその導入の背景や特徴、課題についてまとめたものである。カナダをはじめ一部の国々では終身雇用で教授職への昇進を含めた教育専念教員制度が確立しており、大学内での彼らの貢献の評価は高く、彼らの自らの職位に対する満足度も極めて良好である。また、一部の国々では国としての施策には反映されていないが、教員個人や大学ごとに教育と研究のバランスを個別に調整するところも多い。これには各国とも、多様な入学者の増加と教員の負担増、公的研究費の相対的減少、研究の重視と教育効果の説明責任の拡大などの高等教育を巡る情勢の変化が背景となっている。教員団を分断し、教育と研究の両立の理念を破壊する懸念もあるが、なし崩し的に進んでいるこれらの事態に対し、新たな教員像、大学像を模索するともに、研究としての教授・学習の学識(SoTL)の認知と人事考課への反映が急がれる。 This paper attempts to describe the actual conditions of institutional and substantial teaching-stream faculty (teaching-centered faculty members) in Canada and several advanced countries, and consider their backgrounds, characteristics and issues. Not only in Canada but also in some countries the system of teaching-stream faculty including a full-time faculty appointment and opportunities to promote to a professor has already been established, and their contributions have been highly evaluated by their colleagues while they have been so much satisfied with their positions. In some other countries the national policy relating to teaching-stream faculty has not been introduced yet, but the balance of teaching and research is separately adjusted according to an individual and a university. In the background they are similarly facing the drastic changes in higher education such as an increase in diverse enrollment and teaching burdens, a relative decrease in public research funds, more emphasis of research results, and gradual expansion of accountability of the teaching effects. Though those actions may raise a serious concern about resulting in the development of a two-tiered faculty environment and destruction of the traditional balance of teaching and research, a new concept of faculty and university must be pursued towards these inevitable shifts, and at the same time, especially in Japan, individual faculty evaluation should be revised as quickly as possible so that it may reflect on scholarship of teaching and learning as academic work.