著者

山下 正寿

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.2, pp.189-193, 1993

著者

三宅 なほみ

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.23, pp.46-53, 2014-09-25 (Released:2020-08-18)

参考文献数

2

著者

山崎 奈々絵

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.18, pp.86-95, 2009

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<p>  This study seeks to clarify the process of faculty establishment during the foundation period of a liberal arts college (a gakugei university) through an investigation of the teacher screening process conducted by the university chartering committees within Osaka Gakugei University and Fukuoka Gakugei University in fiscal year 1948. From this analysis, the following conclusions were drawn.</p><p>  First, liberal arts colleges intended to enable as many teachers as possible from normal schools and youth normal schools to become teachers at liberal arts colleges. Therefore, they created an independent hiring criterion that involved experience in educational administration and breadth of liberal arts the applicants underwent teacher screening by the university chartering committee.</p><p>  Second, the screening by the university chartering committee was unexpectedly severe, and thus most teachers were not able to pass the screening. For that reason, the liberal arts colleges could not help but place teachers in a special subject disregarding the new curriculum to some degree before the university chartering committee rescreened them.</p><p>  Third, this meant that the liberal arts colleges had to postpone the postwar notion of teacher training through the liberal arts.</p><p>  Lastly, the university chartering committee took the view that the teaching methods of teachers in charge of subjects were inferior to those of teachers in charge of teaching special subjects with regard to subject knowledge in natural science courses.</p>

著者

久冨 善之

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.20, pp.37-46, 2011-09-16 (Released:2020-09-02)

参考文献数

20

著者

石井 英真

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.23, pp.20-29, 2014-09-25 (Released:2020-08-18)

参考文献数

18

著者

田畑 佳則

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.17, pp.192-194, 2008-09-13 (Released:2020-12-22)

参考文献数

1

著者

佐藤 智美

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.27, pp.86-96, 2018-09-29 (Released:2020-07-06)

参考文献数

17

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The purpose of this study is to examine why the rate of female principals increased from the 1990s to the 2000s. The study focuses on the professional movements of female teachers and “the support organizations for female teachers” that aim to attain gender equality in school.   In Oita prefecture, the focus of this investigation, the rate of female principals climbed more rapidly from the 1990s until the early 2010s than in any other prefecture. Additionally, the rate of members of the Japan Teachers Union in the area was also relatively high. By interviewing ten female elementary school principals and members of “the support organizations for female teachers” made of Japan Teachers Union female club and the retired female school principals club, this study makes the following observations.   Female principals in the 1990s had to protest gender inequality to progress with their careers. Cooperating with “the support organizations for female teachers”, they made efforts to increase the number of female principals to expand women’s rights.   Owing to the efforts made by female teachers in the 1990s, female teachers after the 2000s were able to obtain many different positions in their schools, and could be promoted to the principal level almost as smoothly as male teachers. They introduced gender equality education and attempted to provide female leaders as role models to their students. Cooperating activities between female teachers and supporting organizations decreased in the later 2000s because they did not think that further cooperation was necessary.   In conclusion, the factors that increased the rates of female principals in Oita prefecture from the 1990s until the 2010s were the efforts and solidarity of female teachers cooperating with supporting organizations. These factors were different from the policy of Gender Equality and the promotion of protection by the established Elite, which has been proposed by previous research.

著者

鈴木 敏弘

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.5, pp.17-21, 1996-06-30 (Released:2020-11-18)

著者

香川 七海

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.25, pp.114-124, 2016

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<p>  This research examined the kinds of challenges and difficulties that led teachers to utilize aspects of the private educational research movement in voluntary training, based on the discourse found in <i>Hito</i> magazine.</p><p>  The challenges as described in <i>Hito</i> magazine were two fold. First, the teachers acknowledged their limited ability to prepare lessons. This limitation led teachers to become involved in the movement to obtain data on the results of the educational movement's experimental research. The goal of the movement was to provide specific educational techniques which would permit teachers better preparation for their class lessons. Second, while the teachers learned and practiced the skills as found in the private educational movement, they were aware of the necessity of individualizing the information to fit each child, not applying blanket theories. In this voluntary training, teachers considered it as ideal not to imitate the knowledge or the skills given by the government agencies and not just follow the outlined directions.</p><p>  By using <i>Hito</i> magazine we have been able to study the relationship between the private educational research movement and voluntary teacher training which has not been studied before.</p>

著者

孫 群姍

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.23, pp.172-175, 2014-09-25 (Released:2020-08-18)

参考文献数

7

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This research paper is accomplished according to the survey of Global Teacher Status Index, which was presented in October, 2013 by VERKEY GEMS FOUNDATION.  As mentioned in this survey, the result of ‘China had the highest teacher status index ranking out of our surveyed countries’is not that of accurate. Due to socialist ideological trend has been influenced by money worship, in China, teacher’s social status has also been impacted intensively. Even worse, some teachers bribe their students unscrupulously.  In addition, as pointed from the survey, from the researcher’s point of view, the result of ‘50% of china’s respondents state they would encourage their child to become a teacher’is because of the relative stability of teaching profession. Since 2003, China has appeared the problem of difficulty of employment of graduates. During the past decade, this problem has become more and more hard to resolve. In 2013, it is estimated that over one million graduates cannot find a job. Meanwhile, this harsh time can also be regarded as the ice age of employment. Therefore, in China, to be a teacher has become the students and their parents’ expectation.  In conclusion, as the reference of PISA and performance of TIMSS is not appropriate. Because the result of performance just presents the developed zones in China, other undeveloped places’performance still puzzled most of the researchers.

著者

三好 信浩

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.9, pp.140-142, 2000

著者

上田 薫

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.2, pp.6-17, 1993

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<p>  </p><p>  Teachers are in a position where they have to take the final responsibilities for education. It is quite natural that they make enormous efforts of the improvement of their own growth. As the world and children are continuously changing, without their responsibilities, there would be no room for teachers to accomplish their duty. </p><p>  Recently there have been increasing numbers of delinquency at school and students have had a fear of going to school, which have created today's unstable situation of school. At the same time, the society feels its future uncertain and our value is not stably defined. The teachers' responsibilities for teaching children toward the next century is quite high. </p><p>  The question is how the teachers can grow and what the important points for it are. I regard it as to have a deep understanding of human beings. Everyone can try to understand children as human beings, and it changes teacher and children dramatically. Consequently, the understand in creates philosophy of respect for human beings in a classroom and it also defines of proper method of teaching. </p><p>  Teaching does not mean to domesticate children as teachers wish. It will surely turn to be impossible if there is a deep understanding of human beings. Teaching must provide good effects for each child. </p><p>  The key to teachers' growth is to pay warm attention to children who are stumbling or failing. Only growing teacher can discover a number of importance of human beings and cope with hard society in the future. The immediate issue of both education and the society is to recover the value of what human being are. </p>

著者

岡村 美由規

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.26, pp.64-74, 2017-09-29 (Released:2020-08-04)

参考文献数

16

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Donald Schön’s notions of the reflective practitioner and reflection-in-action have been extensively referred to and have been regarded as important concepts for thinking about professional knowledge and expertise that teachers should acquire in today’s teacher education. Nonetheless, there continues to be conceptual confusion surrounding interpretations of reflection-in-action, and tody it is natural that for those engaged in teacher education take “reflection” and being a “reflective teacher” for granted. Given that a vast amount of educational research and practices is based on Schön’s idea of “reflection”, this word may be becoming a “plastic word”, in Uwe Pörksen’s sense, in that the contents of published papers and suggestions may be outside the range of constructive critiques. In this paper, I construe Schön’s original intention concerning reflection-in-action, by examining his epistemology of practice, which is embedded in theories of philosophy of science and linguistic philosophy. I argue that Schön developed his epistemology of practice through morphological and constructive views concerning situatedness, knowing, and thinking processes, so that we get a better understanding about Schön’s original idea of “reflection-in-action”. This paper suggests that the concept of “reflection” in “reflection-in- action” weaves two meanings together, one of which is a practitioner’s spontaneous response and state towards his/her situation, and the other is the practitioner’s action to think about a subsequent action to take within the same situation. And as“reflection-in-action”arises upon knowing-in-action, it is suggested that being reflective necessitates innovation of his/her knowing-in-action. Such understanding will open our eyes to conventional understandings of “reflective teacher” in research and education practice, and help us to move away from uncriticizable interpretations of “reflection”.

著者

堀 真一郎

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.12, pp.37-43, 2003-10-01 (Released:2020-12-15)

参考文献数

4

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

紺野 祐 丹藤 進

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.16, pp.77-87, 2007-09-28 (Released:2020-12-22)

参考文献数

40

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Faced with a difficult situation, some teachers are overwhelmed but others can survive. What makes the difference? In an attempt to answer to this question, this paper investigates the structure and function of "teacher resilience". Resilience is the ability to adapt oneself to a difficult situation which could, in the absence of sufficient resilience, produce maladaptation. Teacher resilience in this paper refers to the development of a teacher's ability to adapt in their stressful everyday life.  This study attempts to explain teacher resilience as a phenomenon with avoiding "burnout" and maintaining "teacher efficacy" and "job satisfaction" as the outcome variables because teacher resilience may prevent teachers from becoming burnt out or help to prevent reduction of efficacy and satisfaction, despite negative experiences in their lives that can be risk factors. The present study also investigates the effects of positive events in their lives, since positive experiences help to prevent teachers from burning out and strengthen their efficacy and satisfaction.  In order to examine teacher resilience, a questionnaire survey of 386 in-service teachers was conducted. The authors developed a questionnaire based on a "Teacher Resilience Scale", a "Burnout Inventory", and a "Teacher Life Event Scale". The data was analyzed using factor analysis, analysis of variance, and covariance structure analysis.  From the results, it can be said that the phenomenon of teacher resilience reflects the relation between teacher resilience as a personal quality and daily experiences in the teacher's particular environment, and it can function to protect him/her against becoming burnt out or feelings of helplessness. Moreover the results may suggest some useful insights into stress management strategies and teacher supports.

著者

三好 信浩

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.9, pp.140-142, 2000-09-30 (Released:2020-10-29)

著者

山根 俊喜

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.27, pp.41-49, 2018-09-29 (Released:2020-07-06)

参考文献数

9

著者

浅井 幸子 黒田 友紀 金田 裕子 北田 佳子 柴田 万里子 申 智媛 玉城 久美子 望月 一枝

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.27, pp.110-121, 2018-09-29 (Released:2020-07-06)

参考文献数

33

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This study introduces a case of school reform in a public elementary school, hereon named “A-school”, in the city of O, Japan, in which all teachers engaged in the challenge to share their responsibility for all students in the school. The study analyzes how the teacher-community at A-school developed through the school reform. It is noteworthy that the teacher-community at A-school was uniquely developed by teachers’ sharing about their “inabilities” rather than “abilities”. The study, then, focuses on this unique sharing culture to analyze how individual teachers in A-school had experienced their school reform by using a narrative inquiry approach. Considering A-school as a narrative community, we interviewed several teachers and school staff, and analyzed their narratives from three viewpoints; “personal story”, “community narrative”, and “dominant cultural narrative”. As a result, we found out the following: (1) The narrative based on the dominant culture in ordinary elementary schools tends to emphasize individual classroom teacher’s responsibility for students in his/her own class. Such narrative makes it difficult for ordinary elementary schools to achieve the goal “All teachers should be responsible for all students in a school.” (2) Counter to the dominant narrative emphasizing individual responsibility, teachers in A-school positively disclosed their “inability” to share their responsibility for their students. The principal took the initiative to disclose her own “inabilities”, which then provided veteran teachers in A-school a safety to share their own “inabilities”. Those principal’s and veterans’ narratives then encouraged young teachers in A-school to also disclose their “inabilities”. (3) The teachers in A-school realized that being aware of one’s own “inability” and asking for others’ help do not mean giving up one’s own responsibility. Instead, the teachers found that they pursued their own responsibility through continuous questioning of their “abilities” needed for their students’ education.

著者

渡辺 貴裕 岩瀬 直樹

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

no.26, pp.136-146, 2017