「教育志向の教員」の再検討 : ボーダーフリー大学教員に着目して <論考>

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  • Re-examination of the Teaching-oriented Faculties : Focusing on the Faculties at the Low-prestige Universities <Article>
  • 「教育志向の教員」の再検討 : ボーダーフリー大学教員に着目して
  • 「 キョウイク シコウ ノ キョウイン 」 ノ サイケントウ : ボーダーフリー ダイガク キョウイン ニ チャクモク シテ

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抄録

In this paper, the teaching-oriented faculty are those who answered either “Primarily in teaching” or “In both, but leaning towards teaching” to the question, “Regarding your own preferences, do your interests lie primarily in teaching or in research?” The questionnaire asked the faculties to decide among four options: “Primarily in teaching;” “In both, but leaning towards teaching;” “In both, but leaning towards research;” and “Primarily in research”. This framework has been used in preceding studies about the academic profession. However, it has often been criticized because it takes “teaching” and “research” as a conflict and presupposes a dichotomy between the two.　　Analyzing the results of research that asked the scale levels of interests in teaching and research, this paper shows the characteristics of teaching-oriented faculty. The main findings of this paper are:　　First, some teaching-oriented faculty have higher interests in teaching than in research, and other faculty categorized in the same group have different interests. They hold a variety of interests in both teaching and research. Second, teaching-oriented faculty tend to have common trends. For example, they devote more working hours to teaching while the working hours spared for research are not so long. Their research productivity is low, along with their low awareness of research activities. Thirdly, the results of the research suggest that the faculties who have high interests in teaching and low interests in research have this tendency remarkably.

収録刊行物

  • 大学論集

    大学論集 47 89-104, 2015-03

    広島大学高等教育研究開発センター

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