Akihito WADA

Kimihiro MIURA

Norihito  KAWAI

OTOYAMA Wakaho

Takayuki  INOUE

TONEGAWA Tomoko

UEMURA Hiroki

English

UEMURA, Hiroki

OTOYAMA, Wakaho

TONEGAWA, Tomoko

Takayuki , INOUE

Akihito, WADA

Norihito , KAWAI

Kimihiro, MIURA

Hachinohe Gakuin University and Hachinohe Gakuin Junior College Institutional repository / 八戸学院大学・八戸学院短期大学　学術情報リポジトリ

65八戸短期大学研究紀要　第 34 巻　65～74 頁（2011）Content analysis of harvesting  in the World Café― The combination training of nursery teacher and  professors of training schools ―Hiroki UEMURA1, Wakaho OTOYAMA2,Tomoko TONEGAWA3, Takayuki INOUE4,Akihito WADA5, Norihito KAWAI6and Kimihiro MIURA7Abstract　This study was conducted to analyze the learning outcomes obtained from dia-logue between professors and nursery staff who participated in “World Cafe”, dem-onstrated at the joint workshop for professors of school for nursery teachers and incumbent nursery teachers.　As a method of analysis, we used the content analysis of “harvest”, one of the outputs of “World Cafe”, which consists of reflective comments written by partici-pants after dialogue sessions.　By analyzing the contents of participant’s reflective comments, we can clarify what they found and what they learned through several dialogues.　The questions for reflection are : “What you can do to pass the attrac-tiveness and excellence in child care to the next generation ?” and “What you want to do to pass the attractiveness and excellence in child care to the next generation ?”　The result showed that the attractiveness or excellence in child care had been represented among the sentences regarding “child development” written by the participants of dialogue.　Also, many participants commonly pointed out what would be required to pass the attractiveness and excellence in child care to the next generation as fol-lows ; “to develop ourselves”, “to support student’s development”, “to support stu-dent （child） and to develop together“..　These results suggests that participants used various words and after all they had been shared awareness of “to develop together” through dialogues in “World Cafe”.　This supports the assumption that “World Cafe” has a power to create col-1 Hachinohe Junior College2 Gunma University3 Junior College of Aizu4 Iwate Prefectural University5 Tohoku Fukushi University6 Tohoku Bunkyo College7 Tohoku Seikatsu Bunka Junior College八戸短期大学研究紀要　第 34 巻66lective knowledge.Key Words ; World Café, content analysis, combination training― Introduction ―World Café （Brown and Isaacs, 2005） is a process to facilitate collaborative organizational conversation about things that really matter to the organization and its future.　Based on the idea of café-style conversation（relaxed, intense, with changing members） it creates opportunities for small conversational groups to form and re-form around key topics, or questions, within a connected larger conversation.　The café works to pattern of rounds of discussions.　After each round one person remains seated as a host while the others form new groups for the next round.　The tables have paper table clothes so notes of the conver-sation can be made as the discussion progress.　Hosts act to link successive discussions, while travelers act to spread and connect different ideas.The heart of World Café lies in well-crafted questions that attract energy and focus atten-tion on what really counts.　People attending the café are encouraged to : focus on what matters ; contribute their thinking ; speak their heart and mind ; listen to understand ; link and connect ideas ; listen together for insights and deeper questions ; and play, doodle, draw on the table cloths1）.Despite the clear benefits of working, many organizations find this approach hard to adopt because they challenge the accepted ways of doing things （Lewis, 2010）.The purpose of this study was to adapt this approach for child care specialists including nursery teachers and professors of training schools, demonstrated at the Tohoku district meeting of JATSNT（the Japan Association of Training Schools for Nursery Teachers）, Nov. 2010.― Procedure ―❏ Settings of our World CaféWorld Café creates a positive, hospitable environment within which rich conversation can unfold.1.　Room Setup　（Banquet hall of Morioka Grand Hotel, 600 m2）　1） Small square tables that can seat 4 persons　　　（21 tables × 4 persons =84 participants）Content analysis of harvesting in the World Café（Uemura·Otoyama·Tonegawa·Inoue·Wada·Kawai·Miura） 67　2） Tables spread in a slightly chaotic fashion, not in rows　3） A large enough room so that participants can move comfortably among tables　4） CDs of background music2.　Table Supplies　1） White tablecloths-size paper on each table　　　（similar to in Café, where people often write on the tablecloths）　2） “Post-its” sheets for harvesting and posting collective insights　3） A variety of colored water-based markers4） Talking object （to pick up it when a participant ready to speak, and return it to the center of the table when she/he is done）　5） One small vase with sprigs of fresh flowers on each table.　6） Snacks and beverages.❏ Hosting conversationsOur World Café consisted of three sessions of progressive conversation lasting approxi-mately thirty minutes each, followed by a reflection among the whole group.When all participants were seated, they explained the purpose and the logistics of the Café.　They told that they will be moving from table to table and that the end of a session may come when they are in the middle of an intense conversation.They explained that when a session ends one person will remain behind as the host of that table, and the other people will move to new tables to sit with a different mix of people.　The job of the individual table host is to engage in the conversation as a participant and steward, not as a formal facilitator.The added role of this person is to share the essence of the conversation for the guests who arrive for the next round.　Everyone at the table is responsible for supporting the host in taking notes, summarizing key ideas, and if so moved, making drawings that reflect inter-esting thoughts and insights as they unfold.This “tablecloth drawings” helps the host do the best job possible in conveying to new members the key ideas that have emerged.❏Making collective knowledge visibleIn our World Café sessions, participants wrote or draw ideas on paper table cloths, enabling other Café participants literally to “see” what they mean.A gallery tour of the tablecloths was conducted after conversations.　Paper table cloths were placed on each table so that participants can see the other group’s ideas on a break as 八戸短期大学研究紀要　第 34 巻68a prelude to posting key insights.　A result of analysis of these paper table cloths was pre-sented at conferences of JAEP （The Japanese Association of Educational Psychology）, on July 2011.After a gallery tour of the tablecloths, all participants were asked to post their insights.　Each participant wrote key insights on “Post it” sheets in answer to the questions （see below） and places it on the wall so that everyone can review the ideas.Finally, participants took a gallery tour of the “Post it” wall and shared collective knowl-edge visible and actionable.❏ Our questions（theme of our World Café meeting）1.　Questions for table talk session1） Session 1 : What is “the attractiveness of early child care and education” ?2） Session 2 : What is “the wonderfulness of the child care” ?3） Session 3 : What is necessary to pass “the attractiveness early child care and educa-tion” and “the wonderfulness of the child care” on to the next genera-tion ?Based on each of table conversation session and gallery walk, just mentioned, Harvesting was done.2.　Questions for Harvesting1） What can you do now to pass “The attractiveness of early child care and education” and “The wonderfulness of the child care and education” on to the next generation ?2） What would you like to do to pass “The attractiveness of early child care and educa-tion” and “The wonderfulness of the child care and education” on to the next gener-ation ?Content analysis of harvesting in the World Café（Uemura·Otoyama·Tonegawa·Inoue·Wada·Kawai·Miura） 69― Method of this study ―1.　Participants84 persons, nursery teachers and professors of training schools2.　Facilitator （Café host）The first author, Hiroki UEMURA3.　Procedure1） We conducted a World Café style meeting （see above）.2） After table talk sessions and gallery walks, participants wrote down their　insights on “Post it” sheets..（Harvesting）.4.　Analysis1） For the end of Harvesting session, each participant reflected back on the session, and write answers of two questions, just mentioned.2） To examine participant’s learning and discovery from Table conversation sessions and Harvesting sessions, descriptions of participant’s answers were subject to con-tent analysis.八戸短期大学研究紀要　第 34 巻703） To make structure of participant’s descriptions of answer to Harvesting session, a “Kj method” that is one of Qualitative method was used.― Results and Discussion ―We inquired in accordance with the above-mentioned analysis method.　The results, we obtained some elements from participant’s description.1.　What you can do now.（What can you do now to pass “The attractiveness of early child care and education” and “The wonderfulness of the child care and education” on to the next generation ?）Description of answer to the question was consisted of five elements （Students, Foster my-self, Rearing, Children, Sending message）.1） Students　① support students　② empathize with student 　③ convey to a message to a student　④ guide students 　⑤ ask students some questions　⑥ come to understand students　⑦ betterment of class2） Foster my-self　① my attitude toward working　② self-understanding*　③ daily life*　④ make a profound study　⑤ relationship　⑥ communication skill*3） Rearing　① provide students place and opportunity for growth　② lead a younger person  　③ educate younger nursery teacher and younger kindergarten teacher④ nursery teacher training schools and child welfare facilities work in cooperation with each other4） Children　① relationship with childContent analysis of harvesting in the World Café（Uemura·Otoyama·Tonegawa·Inoue·Wada·Kawai·Miura） 71　② understand the child*　③ empathize with parent*5） Sending message 　① sending message to society2.　Wants to be going to do in the future.（What would you like to do to pass “The attractiveness of early child care and education” and “The wonderfulness of the child care and education” on to the next generation ?）Description of answer to the question was consisted of five elements （Students, Their own growth, Rearing, Children, Information sending）.1） Students　① support students　② empathize with student 　③ convey to a message to a student　④ guide students 　⑤ ask students some questions　⑥ come to understand students　⑦ betterment of class2） Their own growth　① my attitude toward working　② make profound study　③ relationship　④ I am aware of irreplaceable life*　⑤ the number of experiences continue to grow*　⑥ grow with children whom I take charge of *3） Rearing　① provide students place and opportunity for growth　② lead a younger person　③ educate younger nursery teacher and younger kindergarten teacher④ nursery teacher training schools and child welfare facilities work in cooperation with each other　⑤ I would like to be a model teacher, support graduate*4） Children　① relationship with child5） Information sending 　① sending message to society八戸短期大学研究紀要　第 34 巻72　② enrich the education of preschooler* * shows different item from results.Results of structured by Kj method, in both of question – “What you can do now ?” and “What would you like to do ?” – mentioned students, foster my-self, rearing, children, and sending message.That is, teachers support their students so that they can grow themselves, fostering themselves, teachers support their students or children and teachers may grow up with them, teachers feel that they need to be engaged in educate/support younger nursery teacher and younger kindergarten teacher, sending message to society.　These ideas were mentioned by so many participants as common awareness.　So, participant had a conversa-tion each with other, and through talked about “commitment to student’s and children’s growing”, they also talk about the attractiveness and wonderfulness of early child care and education.The fruit of “World Cafe” was what participants referred to the attractiveness and won-derfulness of early child care and education was, through participants use various words to conversation and had a time that they draw into collaborative organizational conversation about “teachers and students and children grow up each other”.Results are suggesting that “World cafe” has “Power to invent set wisdom.”.Content analysis of harvesting in the World Café（Uemura·Otoyama·Tonegawa·Inoue·Wada·Kawai·Miura） 73― Gratitude ―This research has received research support of JATSNT（the Japan Association of Train-ing Schools for Nursery Teachers），2010.― Bibliography ― 1）Lewis, S. : Positive Psychology at Work : How Positive Leadership and Appreciative Inquiry Create Inspiring Organizations.　Wiley-Blackwell, 2010 2）Brown ,J., Isaacs, D. & World Café Community : The World Café : Shaping our futures through conversations that matter.　Berrett-Koehler Publ. 2005.（香取一昭・川口大輔（訳）ワールド・カフェ　―カフェ的会話が未来を創る，ヒューマンバリュー，2007） 3）Uemura, H., Otoyama, W., Miura, K., Inoue, T., Ando, S., Wada, A., Kawai, N. & Tonegawa, T. : Support of learning in combination training of nursery teacher and teacher of nursery teach-er training school : Content analysis of harvesting in the World Café.　The 12th PECERA’s Annual Conferences, 2011 4）Owen, H. : Open Space Technology : A User’s Guide.　Berrett-Koehler Publ. 1997.（ヒューマンバリュー（訳）オープン・スペース・テクノロジー　～５人から 1000 人が輪になって考えるファシリテーション～，ヒューマンバリュー，2007） 5）Whitney, D & Trosten-Bloom, A. : The Power of Appreciative Inquiry : A practical Guide to Positive Change.　Berrett-Koehler Publ. 2002.（ヒューマンバリュー（訳）ポジティブ・チェンジ～主体性と組織力を高める AI ～ , ヒューマンバリュー，2006） 6）Weisbord, M.R., & Janoff, S. : Future Search : An Action Guide to Finding Common Ground in Organizations and Communities, Berrett-Koehler Publ. 2000.（香取一昭・ヒューマンバリュー（訳）フューチャーサーチ ～利害を越えた対話から，みんなが望む未来を創り出すファシリテーション手法～，ヒューマンバリュー，2009） 7）和田明人・井上孝之・上村裕樹 : 対話による集合知の創生に関する研究　―ホールシステム・アプローチの適用・試行―，全国保育士養成協議会第 49 回研究大会発表論文集，194-195, 2010 8）上村裕樹・井上孝之・和田明人・音山若穂・河合規仁・三浦主博，保育者を目指す学生の意識向上に向けた取り組み　～ “ワールド・カフェ” を取り入れた研修より～，八戸短期大学研究紀要，33, 55-63, 2010 9）井上孝之・上村裕樹・河合規仁・和田明人・音山若穂・安藤節子・三浦主博 : “ワールド・カフェ”による保育現場の学び支援　―現任保育者研修への適用―，全国保育士養成協議会第 49 回研究大会発表論文集，288-289, 201010）上村裕樹 : “ワールド・カフェ” 参加に伴う学生の志向性の変化について―開催前後におけるアンケート調査の結果より―，八戸短期大学研究紀要，33, 65-74, 201011）音山若穂・上村裕樹・三浦主博・井上孝之・安藤節子・和田明人・河合規仁 : ワールドカフェを用いた保育者と養成校教員の合同研修における学び支援　テーブルクロス（模造紙）のキーワード分析，日本教育心理学会第 53 回総会発表論文集，405, 201112）上村裕樹・井上孝之・三浦主博・和田明人・河合規仁・利根川智子 : “ワールド・カフェ” のFD 研修会への試行　―保育者養成校と保育現場の合同研修に向けた取り組み―，全国保育士八戸短期大学研究紀要　第 34 巻74養成協議会第 50 回研究大会発表論文集，70-71, 201113）利根川智子・上村裕樹・三浦主博・井上孝之・河合規仁・和田明人 : 授業・実習指導におけるワールド・カフェの実践と学びに関する基礎研究，全国保育士養成協議会第 50 回研究大会発表論文集，340-341, 2011

Content analysis of harvesting in the World Café─ The combination training of nursery teacher and professors of training schools ─

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Content analysis of harvesting in the World Café─ The combination training of nursery teacher and professors of training schools ─

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Hachinohe Gakuin University and Hachinohe Gakuin Junior College Institutional repository / 八戸学院大学・八戸学院短期大学　学術情報リポジトリ

Content analysis of harvesting in the World Café─ The combination training of nursery teacher and professors of training schools ─

Abstract

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Full text

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Hachinohe Gakuin University and Hachinohe Gakuin Junior College Institutional repository / 八戸学院大学・八戸学院短期大学 学術情報リポジトリ

Hachinohe Gakuin University and Hachinohe Gakuin Junior College Institutional repository / 八戸学院大学・八戸学院短期大学　学術情報リポジトリ