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

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

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

How Do Social Studies Pre-Service Teachers’ Learn Lesson Planning Skills? : Factors that Heighten Abilities Following University Enrollment and Support Measures

大学の教員養成課程で学生に「よい授業」のあり方を主体的に探求させるには，まず大学での授業と高校までに受けてきた授業との「ギャップ」を解消し，被教育体験の中で無意識に形づくられた「こだわり」を「解きほぐす」必要があるのではないか。このような問題意識のもと，本研究では大学入学後の講義で，自分がこれまで支持してきた授業理論とは異なるそれを受け入れて質の高い授業プランを作成できた学生に注目し，「彼らはなぜ授業プランニング能力を向上させることができたのか」について調査・分析を試みた。調査対象者３名の授業プランの分析と聞き取り調査の結果から，能力向上の要因として，①他者の目的合理的な授業プランに啓発されることで，自己の授業づくりの省察と洗練がはかられたこと，②目的の異なる複数の授業理論を学ぶことで，自己の教科観や授業理論の相対化が進んだこと，③高校時代に履修していない科目・分野（地理）には「こだわり」が小さく，むしろ自立的・目的合理的に教育内容を構想できたこと，の３点が確認された。さらに，社会科の授業プランニング能力の向上を支援するには，第一に，大学での講義を通じてソトから「よい授業」を押しつけるのではなく，他者の優れた授業を批評したり，自分で授業を作ったりする経験を通して，学生自身が潜在的に抱いている「よい授業」の規準や葛藤をウチから引き出すこと，第二に，学生が学ぶ意義を実感できていない科目・分野を素材にして，教科の目標に準拠した教材研究や内容構成を行う意義を理解させること，これら２点を意識した指導の可能性が示唆された。To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1)students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2)their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3)they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that first, draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and second, makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the importance of.本論文は，Theory and Research for Developing Learning Systems, Vol.1 所収の英語論文 “How Do Social Studies Pre-Service Teachers’ Learn Lesson Planning Skills?” pp.13-18 の日本語訳論文である

How Do Social Studies Pre-Service Teachers’ Learn Lesson Planning Skills? : Factors that Heighten Abilities Following University Enrollment and Support Measures

To have students in university teacher education courses independently explore what a “good lesson” is, there is a need to first eliminate the gap between university courses and courses students have taken up through high school and disentangle the formalities unconsciously shaped during their K-12 experiences. Keeping this in mind, this study focuses on students who, after enrolling in university classes, have accepted a theory of teaching different from that which they had supported up until then. These students were able to create high-quality lesson plans, and this study investigates and analyzes why they were able to heighten their lesson planning skills. Based on analyses of the lesson plans of three students and interviews with them, the following three points were identified: (1) students tried to reflect upon and refine their own lesson plans by being enlightened by others’ purpose-rational lesson plans, (2) their own views of social studies and theories of teaching were relativized by learning about multiple theories of teaching with different goals, and (3) they had little formality with regard to the subjects and fields (geography) that they had not taken during high school. Rather, they were able to independently envision educational content in a purpose-rational fashion. Furthermore, our findings suggest the potential of guidance for supporting the improvement of social studies lesson planning skills that (1) draws from within students criteria and conflicts with regard to the their own latently-held ideas of a “good lesson” through the experience of evaluating exceptional classes taught by others and creating their own lessons (rather than forcing upon them good lessons from the outside through university classes), and (2) makes them understand the importance of engaging in teaching materials study and content construction in accordance with subject objectives, using as material subjects and fields that students have not fully understood the importance of

The qualitative difference and its factor in the social studies teaching plans designed by pre-service teachers : Implications for improving of the abilities of the social studies teacher

The aim of this paper is to clarify the factor of qualitative differences in the social studies teaching plans designed by the pre-service teachers. In this study, we investigated by the two following ways. First, we required student to design the teaching plan as assignment of "Teaching Social Studies" class, and compared the plans. Second, we conducted the interview for them to hear the background of their plans. As a result, the factors of the differentia among them are as follows. (1) It depends on whether they had experienced the high-quality Social Studies class from their elementary to high school. (2) It depends on whether they have the will to examine and apply the newly-acquired theories thought in the university critically. These results suggest that to encourage the student to reflect on their own perceptions on the meanings of learning/teaching Social Studies is significant for the pre-service teacher