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

教職課程後半期における教員志望学生の社会科観・授業構成力の形成過程 : 「洗い流し」はいつどのように起こるのか，あるいは回避されるのか

　近年，教員養成カリキュラムの改革の潮流を受けて，「実践知の形成と継承」を志向する「学校ベース」の養成カリキュラムを導入する大学が注目されている。一方で，そのような養成カリキュラムに対して，教員養成カリキュラムで学んだ先進的な教育理論が臨床経験を通して棄却されていく「洗い流し」の視点からの批判もなされている。はたして，中等社会科教員を志望する学生は，教員養成の段階でどのような「洗い流し」の機会にさらされるのか，どうすれば「洗い流し」を回避しうるのか。本稿ではこの2 点を検討するために，国立X 大学教育学部の3 年次の学生3 名に対して，2 年間にわたる縦断的な聞き取り調査と授業プラン分析を実施し，学生の社会科観と授業構成力の形成・変容の過程を調査した。分析の結果，①教職課程後半期の中等社会科教員志望学生は，学習指導案の書き方といった形式的な授業構成力を順調に向上させていくこと，②教育実習やその後の教科教育系の演習科目を通して，自身の社会科観を実現する力量の不足を自覚した学生は，社会科観の再検討を模索するようになること，③教員養成カリキュラムが期待する資質・能力像に共感できない学生や，入職後に直面する教育課題を具体的にイメージできる学生ほど，理想とする社会科観の継続的な追求を断念するようになること，の3 点が明らかとなった。最後にこれらの成果をふまえて，3 年次後期から4 年次前期にかけて，個々の学生が抱えている課題や実現したい理想の社会科観を授業プランに具体化させ，実際に附属学校や連携協力校における実践を通して検証し改善していく，少人数の演習形式の授業科目の導入を提案した。In recent years, there has been a trend toward reforming teacher training curriculum, so a lot of attention is being paid to universities that are introducing “school based” training curriculum that is intended to “create and pass on practical knowledge.” However, this sort of training curriculum has been criticized based on the perspective that the advanced educational theory that is learned in the teacher training curriculum is abandoned or “washed out” through clinical experiences. So, what types of opportunities for “washed out” are the students who intend to be secondary social studies teachers exposed to during teacher training and how can this “washed out” be avoided? To address these two questions, this study investigated the process by which students’ views on social studies and their ability to structure lessons were developed. This was done by performing a lesson plan analysis and conducting a longitudinal interview survey over 2 years on 3 third year students in the department of education at national university X. The results of this analysis revealed the following three facts : 1) students in the last half of the teacher training course who want to become secondary social studies teachers do well at improving their formal ability to structure lessons (i.e. their way of writing lesson plans); 2) students who become aware of the inadequacy of their own ability to implement their own view of social studies through teaching practice or subsequent practical subjects at the end of the teacher-training curriculum start to reexamine their views on social studies; and 3) students who cannot empathize with the ideal qualities or abilities expected in the teacher training curriculum and students who are more able to concretely imagine the educational problems they will face after starting work will abandon continuously pursuing their own ideal view of social studies. Finally, based on these results, t his p aper p roposed that the issues that individual students have or their ideal view of social studies that they want to create should be solidified in lesson plans. It also proposed that practical seminar courses with only a few people should be introduced so that students can examine and improve themselves through actual practice at affiliated or cooperating schools

Why Do Pre-service Teachers Have Different Views and Lesson Planning Skills About Social Studies? : Focusing on freshmen to sophomore in same teacher training curriculum

The aim of this research is to clear how pre-service teachers, who have no teaching experiences such as student teaching, develop their views and lesson planning skills about social studies. For that, the qualitative research was conducted with three X national university’s undergraduate students who majors social studies education. The results indicated that the students’ view of social studies and lesson planning skills are not necessary formed integrally, and students’ “crisis” and “obstinacy” regarding their identity created the gap about them. The outcome of this research implies how teacher education curriculum before student teaching should be improved

大学生の社会科観・授業構成力の形成過程とその要因 : 中等社会科教員養成カリキュラムに関する事例研究

内容の要約広島大学(Hiroshima University)博士(教育学)Doctor of Philosophy in Educationdoctora

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

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

Lesson Study Consulting for the Professional Development of Textbook Developers: A case of social studies textbook development project for the Ministry of Education, Youth and Sport in Cambodia

Who should disseminate new curriculum and textbooks from the central government to classroom in developing countries? And, how is it possible? Curriculum and textbook developers often faces the necessity of and the challenges in spreading the essentials and intention of new curriculum and textbooks and the expected educational practices to classroom. In order to design and implement consistent educational reform through three layers of the curriculum (the intended, the implemented and the attained level), it is required for them to be committed in not only the development stage with a clear picture of quality teaching and learning, but also the dissemination stage through in-service teacher training such as lesson study. This study aims at clarifying potential measures to develop the expertise for curriculum and textbook developers as a communicator of educational reform in developing countries. In the process of our project on the curriculum and textbook development of social studies education in Cambodia, we assume “the expertise of consulting lesson study” and examine it both from theory and practical cases of (i) lesson-demonstrating approach and (ii) lesson-advising approach. As a consequence, it is found that their ability for consulting lesson study could be enhanced by regarding senior (Japanese) experts as a role model. And also, the result implies that, for their continuous professional development, it is necessary for them to purposefully take part in lesson study consulting, and shift the approach from “modeling” to “coaching” by steps

Elucidation of “Authentic Practice” of a Geographer : Implications for Reading Geographer's article for Teaching Material Studies by Geography Teachers

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のために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，地理学論文の構成・構造分析と論文著者へのインタビューをもとに，地理学論文が執筆されるに至る経緯とその背景を分析する。本稿では，現代インドの地域研究の成果を発信した地理学論文「経済成長下のインドにおけるヒマラヤ山岳農村の変貌―ウッタラカンド州の事例―」（岡橋ほか，2011）と，その筆頭著者である地理学者・岡橋秀典を研究対象とした。結果，論文が完成するまでの過程は「研究デザインの構築」「実地調査の準備と実行」「省察と意義付け」「地域像のフレームワークの精緻化」「執筆」という５段階から構成されること。論文執筆の過程にあるミクロな地理学者らしい学びとして，「フィールドと協力者に学ぶ」「データに学ぶ」姿勢があること。論文執筆の背後にあるマクロな地理学者らしい学びとして「他の研究者に学ぶ」「自らの経験に学ぶ」姿勢があること，が明らかとなった。最後にこれらの成果をふまえて，地理教師が教材研究のために地理学論文を読み解く上で重要な視点や方法として，「論文題目や章・節のタイトルに注目する」「解釈が生まれてくる根拠（エビデンス）とその集め方に注目する」「参考文献や註釈・特記事項に注目する」「論文の背後にあるコンテクストに注目する」の４点を提案した。The current study focused on a research study conducted by a geographer, and aimed to understand “What are the aspects of learning process that are unique to geographers?” and “How can we apply the processes to a geography teacher’s reading of a geography research paper for the purpose of teaching material studies?” For that purpose, the current manuscript analyzed the processes and the background of writing of a geography research paper through an analysis of composition and construction of the paper, and conducted an interview with its author. The focus of this investigation was “Transformation of Himalayan Mountain Village under India’s Rapid Economic Growth: Case Study of Uttarakhand State” (Okahashi et al., 2011), a geography research paper that disseminated the regional research of modern India, and the research of its lead author Dr. Hidenori Okahashi. The analysis indicated that the processes of paper completion consisted of the following 5 stages; “constructing a research design,” “preparation and execution of field research,” “reflection and interpretation,” “refinement of the framework of regional image,” and “writing.” There were aspects of paper writing that were unique to a “micro” geographer, which included “learning from the field and collaborators” and “learning from data.” There also were aspects of paper writing that were unique to “macro” geographer, which included “learning from other researchers” and “learning from one’s own experience.” Based on these findings, we made 4 proposals as important viewpoints and methods in reading a geography paper as part of a teaching material study, which were, to “take note of the titles of the paper and its chapters,” “focus on the evidence that produced interpretation, and its collection method,” “take note of references, annotations, and special notes,” and to “pay attention to the context behind the paper.

Graduate Teaching Assistant Work as a Learning System and its Significance : The Lessons of Chris Park’s Article for Pedagogy Researchers and Teacher Educators

本研究は，①大学院生は，GTAとしてどのようなつまずきに直面するのか，②つまずきの克服は，どのような仕組みで支援することが可能か，③とくに教科教育学を専門とする大学院生にとって，GTAの経験はどのような意味を持つのか，を解明することを目的とする。この問いを解くために，クリス・パーク (Chris Park) が執筆した “The Graduate Teaching Assistant (GTA)：Lessons from North American Experience.” 「大学院生ティーチング・アシスタント (GTA)－北米の経験からの教訓－」を検討する。本論文は，2014年9月，シェリー・フィールドがRIDLS主催の講演会に登壇した際，北米のGTA研究の動向を概観できる有益な資料として紹介したもので，事実，多くの先行研究者が引用，参照する包括的なレビューとなっている。そこで本稿では，パーク論文を解題することで，上の問いにアプローチすることとした。パーク論文の分析から明らかになったのは，以下の3点である。①大学院生は，GTAとして，「他者との関係構築」「研究と教育の時間配分」「知識や経験の不足」「自分とは異なる多様な考えに開かれた姿勢を示すこと」でつまずく傾向にある。②GTAが直面する困難を克服するプログラムは，GTA制度に他ならない。そのためのGTAプログラムは，研究者・教育者のコミュニティへの正統的周辺参加の機会を提供するものでなくてはならない。また首尾一貫した「選定と養成」「トレーニング」「指導・助言とメンタリング」の仕組みづくりが要求される。③GTAの経験は，教育者（教員養成者）としての資質・能力に限らず，研究者ならびに教育者（教員研修者）としての資質・能力を高める契機ともなる。教育者と研究者それぞれの方法論が深く分かちがたく結びついている教科教育学を専門とする大学院生にとって，GTAとしての学びには一定の効果が期待できる。This study aims to elucidate (1)the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2)the mechanisms through which overcoming these setbacks is possible, and (3)the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective.本論文は，Theory and Research for Developing Learning Systems, Vol.1 所収の英語論文 “Graduate Teaching Assistant Work as a Learning System and its Significance” の日本語訳論文である

Graduate Teaching Assistant Work as a Learning System and its Significance : The Lessons of Chris Park’s Article for Pedagogy Researchers and Teacher Educators

This study aims to elucidate (1) the setbacks graduate students face as Graduate Teaching Assistants (GTAs), (2) the mechanisms through which overcoming these setbacks is possible, and (3) the meaning of the GTA experience, particularly for graduate students specializing in subject education. To answer these questions, we consider Chris Park’s article “The Graduate Teaching Assistant (GTA): Lessons from North American Experience.” This study was introduced by Sherry Field when she took the podium at the RIDLS lecture meeting as a beneficial reference that provides an overview of North American trends in GTA research. Indeed, it is a comprehensive review that has been quoted and consulted by many previous studies. Thus, for this study we decided to approach the above questions by reviewing Park’s article. The following three points became clear from this analysis. First, as GTAs, graduate students tend to suffer setbacks in terms of constructing relationships with others, allocating time between research and education, inadequate knowledge and experience, and demonstrating an open attitude toward diverse ideas that differ from their own. Second, it is none other than the GTA system itself that can overcome difficulties GTAs face. A GTA program for this purpose must offer opportunities for legitimate peripheral participation in a community of researchers and educators. Furthermore, there is need for coherent selection and preparation, training, and supervision and mentoring mechanisms. Third, the GTA experience is an opportunity for heightening not only capacities and abilities as educators (teacher trainers), but capacities as researchers and educators (teachers in training). For graduate students specializing in subject education (one in which the methodologies of educators and researchers are closely connected), learning as a GTA can be expected to be effective