How do Japanese teachers become teacher educators in higher education?

This article examines the challenges new teacher educators who newly entered the univcrstity face in establishing their identities and how to deal with those challenges. The data collected for whole study to analyze the tensions arising for ten teacher educators in their experience as teacher educators and this paper particularly focused on the two of them who showed smaller gap between teacher and teacher educators. This is because they would have a potential to provide the important suggestions for the support toward new teacher educators. We focused on the data from before they became teacher teachers, not only after they became teacher teachers as Lortie (1975) argued the “Apprenticeship of observation”, namely, education for teacher educators has already begun since they were the pre-service teachers. The findings of the study show that, the interviewee faced challenges about their three new roles, teachers of teachers, researchers and curriculum developers to establish their new professional identities. To tackle these challenges, they employed the professional network and communities which they had already participated in. From these findings, we suggested that meeting both of the challenges new teacher educators requires the third space which are placed between university and schools

Two-layer model of wind-driven circulation in the Antarctic Ocean

In this study, we investigate the wind-driven circulation in the Antarctic Ocean using a primitive two-layer model with realistic topography. A prominent feature of steady circulation driven by the annual mean wind stress is a clockwise(cyclonic) circulation in the lower layer at the Weddell Basin and the Australia Antarctic Basin. In particular, the circulation pattern in the Australia Antarctic Basin agrees with the observations. In these basins, negative vorticity input from the wind stress is transmitted to the lower layer through the diffusion term(Gent and McWilliams term) and causes prominent cyclonic gyres within closed geostrophic contours of f/H(f: Coriolis parameter, H: water depth). The model result forced by the seasonal wind stress shows that variations of the Antarctic Coastal Current are explained by wind stress variations along the coast. The transport of this current is determined by the integration of onshore Ekman transport along the coast. It is also shown that this Antarctic Coastal Current can be a part of the western boundary current in the Weddell Sea. On a time scale of 10 to 100 days, the variation of the upper layer thickness coincides with the sea level variation at Syowa Station. This variation might be attributed to coastal trapped waves driven by the alongshore wind stress

Outcome and significance of the RIDLS international conference on teacher educators

　本稿は，2016 年2 月8 日と11 日の両日，RIDLS の主催で開催された国際会議について，その成果と意義を報告するものである。本会議では，教師教育者の専門性開発の動向とSelf-Study の方法論について，Dr. Alicia R. Crowe とDr. Mieke Lunenberg が基調講演を行った。基調講演を受けて，広島大学のスタッフと大学院生が，日本の教師教育者の成長過程に関して実証的な事例報告を行った。基調講演と事例報告に対して，今関豊一，武田信子，木村優の三氏が政策・研究・実践の各立場からコメントを寄せるとともに，これからの研究課題について意見を述べた。本会議の意義は，第1 に，教師教育者の専門性に関して国際的に議論する我が国最初の機会となったこと，第2 に，議論を通じて「教師教育者の専門性」に関して複数の異なる立場・主張が確認されたことである。「教師教育者の専門性」に関しては，①教育学研究・実践を伝達する能力，②教育学研究・実践そのものの能力，③教育学研究・実践と教師教育を統合する能力，の3 つの類型を抽出することができた。This paper is a report on the outcome and significance of the international conference host by the Research Initiative for Developing Learning Systems (RIDLS) held on February 8th and 11th, 2016. Dr. Alicia R. Crowe and Dr. Mieke Lunenberg delivered keynote addresses on trends in the professional development of teacher educator and self-study methodologies. Following these addresses, the faculty and graduate students of Hiroshima University reported on their empirical case studies of the growth of teacher educators in Japan. In response, Toyokazu Imazeki, Nobuko Takeda, and Yu Kimura provided comments on the keynote addresses and case study reports from the perspectives of educational policy, research, and practice, and also gave their views on these topics. The significance of this conference was, first, that it was the first one that an international discussion on “teacher educators’ expertise” educator took place in Japan and, second, that the discussions identified many different viewpoints and arguments relating to “teacher educators’ expertise”. The conference elicited three aspects of tercher educator: (1) the ability to transmit educational research and practice, (2) the ability to carry out educational research and practices simultaneously, and (3) the ability to integrate educational research and practice with teacher education.「教師教育者の専門性」に関する国際シンポジウム（2016 年2 月8･11 日開催

Professional Development Theories of Teacher Educator: Drs A. Swennen and K. Smith

A theoretical composition is drawn for the professional development of teacher educators. In this study, we focused on Dr. Anja Swennen and Dr. Kari Smith, who are actively engaged in teacher education research. Dr. Swennen focused on the theory of professional development in internal disciplines and expects teacher educators to work on their own professional development. On the other hand, Dr. Smith explored the ability to prove theories based on external criteria and advocates the importance of systematic professional development. By absorbing their theories, we obtained the two suggestions for Japanese teacher education reform. First, it is necessary to nurture the expertise of teacher educators responsible for student teaching and beginning teachers’ training intentionally and systematically. Second, it is also necessary to position this expertise to nurture teachers in the qualities and abilities that should be cultivated in professional school for teacher education. From this perspective, we obtained a design for the professional development of teacher educators

A Framework for Controversial Issue Gatekeeping within Social Studies Education: The Case of Japan

This article addresses how social studies teachers in Japan might employ a framework for addressing controversial issues. This framework recognizes multiple and overlapping contexts for curriculum and instruction decision making, including the classroom, community, and society. It also categorizes the state of topics among five levels, ranging from deeply taboo, silenced and unknown to student, taboo, controversial, free discussion and deliberation, and settled with little or no disagreement. Finally, we submit recommendations for pre- and in- service teachers, teacher education departments, and educational policy makers to reconceptualize how they think about controversial issues in light of the essential democratic normative mandate to teach them

A Continental Shelf Pump for CO2 on the Adélie Land Coast, East Antarctica

We quantify the transport of inorganic carbon from the continental shelf to the deep ocean in Dense Shelf Water (DSW) from the Mertz and Ninnis Polynyas along the Adélie Land coast in East Antarctica. For this purpose, observations of total dissolved inorganic carbon (TCO2) from two summer hydrographic surveys in 2015 and 2017 were paired with DSW volume transport estimates derived from a coupled ocean‐sea ice‐ice shelf model to examine the fate of inorganic carbon in DSW from Adélie Land. Transports indicate a net outflow of 227 ± 115 Tg C yr−1 with DSW in the postglacial calving configuration of the Mertz Polynya. The greatest outflow of inorganic carbon from the shelf region was delivered through the northern boundary across the Adélie and Mertz Sills, with an additional transport westward from the Mertz Polynya. Inorganic carbon in DSW is derived primarily from inflowing TCO2‐rich modified Circumpolar Deep Water; local processes (biological productivity, air‐sea exchange of CO2, and the addition of brine during sea ice formation) make much smaller contributions. This study proposes that DSW export serves as a continental shelf pump for CO2 and is a pathway to sequester inorganic carbon from the shallow Antarctic continental shelf to the abyssal ocean, removing CO2 from atmospheric exchange on the time scale of centuries

Modeling basal melting of ice shelves around Antarctica and its impact on sea ice and ocean

第2回極域科学シンポジウム/第34回気水圏シンポジウム 11月17日（木） 統計数理研究所 セミナー室

Transformation and Growth of Geographers’ “Authentic Practice” : Comparative Studies on Geographers’ Researches Examining on the Same Region but Conducted by Different Generation

本研究は，専門科学者がおこなう「真正な実践」の解明に向けたシリーズ研究のうち，知識の社会領域の中でも地理学者の研究に注目し，「地理学者ならではの学びの過程とはどのようなものか」「その過程は，地理教師が教材研究として地理学論文を読み解く上でどのように活かすことができるか」を解明することを目的とする。そのために，時代の異なる２つのインド地域研究の成果報告書を対象に，（１）研究の目的と方法，（２）地域の選定，（３）記述のスタイルと構成を比較することで，地理学者の学びがどのように変化・成長しているのかの解明を試みた。分析の結果，以下のことが明らかになった。２つの時代の研究は，（１）地誌学研究のパラダイムの変化や時代の要請などをふまえて，研究の問題意識が，「農村地域の社会経済構造の把握」から「地域格差とそれを解消する条件の解明」へと変化・深化していること，（２）いずれも同じインド農村地域をフィールドに取り上げる点では共通するものの，継続的な調査活動による研究者同士・現地住民との人脈ネットワークの開拓によって，より主体的・目的合理的に調査地域を選定できるようになっていること，（３）対象地域で収集したデータの，集落の立地と形態，人口と社会，村の経済を窓とする画一的な記述から，地域を特徴づけるテーマに焦点化した構造的な説明へと変化していること。これらの３点が明らかとなった。またそこから，時代を越えて研究を継続的に修正・深化させる地理学者集団の学びの特質が示唆された。最後にこれらの成果をふまえて，同一地域の研究成果の時系列比較が，教科書記述の意図とコンテキストの理解には有益であることを指摘した。This study is part of a research series aimed at elucidating expert scientists’ “authentic practices,” and it focuses on the research of geographers in the social domains of knowledge. The study aims to highlight geographers’ learning processes and how geography teachers, after reading and understanding geography papers as educational materials, utilize them in their teaching practice. Therefore, using two final reports on research conducted on Indian regional studies by different generations of geographers, this study examines how the scholarship of geographers has developed and changed by comparing (1) perspective and methodology of research, (2) regional selection criteria, and (3) style and structuring of representation. The results of the analysis revealed the following. (1) The studies, conducted by two different generations of geographers, showed an evolving and deepening consciousness of problems in regional studies based on paradigm shifts in topographical research, generational axioms, and the like, from understanding rural socioeconomic structures to regional disparities and the conditions to eliminate them. (2) The researchers examined the same rural region of India in their fieldwork; however, they became progressively proficient at selecting survey areas more proactively, purposefully, and rationally due to the development of researchers’ personal communication networks with one another and with local populations owing to ongoing research activities. (3) Furthermore, due to these changes, they shifted from standard descriptions serving as a window on “a village’s location and shape, its people and society, and the village economy” provided by data collected in the target region, to structural descriptions focused on themes that characterized the region. The results suggest that a special characteristic of group of geographers’ learning are continuous revision and deepening of research beyond the generations. In conclusion, in accordance with these results, a time-series comparison of the research output on the same region has been shown to be beneficial in understanding the intentions and context of textbook descriptions

The development of lessons for socialstudies to foster global citizenship : Through learning of local autonomy to value judgments by the use of role-play

グローバルシティズンシップの育成には，世界的課題に向き合う市民性と，身近な地域における課題に向き合う市民性が必要である。その際，グローバルとローカルの乖離が大きな課題となる。両者をつなぎ，グローバルシティズンシップを育てるため，コミュニケーションツールとして概念を探究する学習が寄与すると考えた。そこで，概念についての価値判断を行うことによって，価値観を再構成する授業開発を行った。地方自治の単元で仮想の村落をめぐる地方創生について，ロールプレイを活用し，異なる価値観をすりあわせる形の協議を行わせた。ワークシートに書かれた生徒の記述から，おおむね地方自治を構成する概念を見いだせたことがわかった。In order to develop global citizenship, both the citizenship which is faced with global issues and the one which tackles our local issues is required. However, the problem is that both of them are very much separated from each other. In order to solve this problem, the authors suppose that learning conceptual-research as a communication tool will contribute to linking those two citizenship. For this reason, we develop lessons for reconstructing values by making value judgments about the concept. In the unit of local authority, we gave lessons about regional revitalization with the use of a virtual village. The students were asked to do a role-playing activity in which they had to discuss and reconcile different values. Judging from their worksheets, we found out that many of the students were able to realize concepts which constitute the local authority