小中学校教師は校内研修をどのように捉えているか:尺度項目ならびに比喩生成課題の回答から  [in Japanese] An examination of the meaning of kounai-ken by the elementary and junior high school teachers  [in Japanese]

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Abstract

<p>校内研修は,学校の課題を解決する実践研究の場であり,個々の教師の力量形成だけでなく,組織体としての学校を構築し,研究としての成果を活かし,蓄積する役割も担ってきた.しかしながら,こうした複雑な取り組みに対し,個々の教師たちがどのように認識しているかという点については十分に明らかにされてこなかった.そこで現職教師の校内研修に対する認識を探るため,小中学校の教師120名を対象に尺度項目と比喩生成課題による調査を実施した.結果,個人が学ぶ場や同僚との交流の場としての意味が支持される一方,研究としての意味や日々の実践に対する意味については認識に差があることが示された.また,比喩生成課題によって得られた回答からは,校内研修に対するネガティブなイメージとして,授業の公開や準備の非日常性に対する否定的な認識や,自由な探究が制限されている実態や成果の不明確さに対する不満があることが示唆された.</p>

<p>"Kounai-ken", the training for teachers within school, have been played a essential role for Japanese education. School teachers can develop their own growth and establish the relationship among them for their learning about their jobs through "Kounai-ken", then it can serve to lead the effective school improvement. In this way "Kounai-ken" has the multi-function for teachers. However, there is the difference in the meaning of "Kounai-ken" among teachers, so that "Kounai-ken" can not necessarily play the role for them. This study focuses on what the meaning of "Kounai-ken" is for teachers. We used two methods, questionnaire survey and metaphor-making task to explore the meaning of "Kounai-ken". The participant is 120 elementary and junior-high school teachers. We found out that the teachers tend to lack awareness about the the aspect of making report as their research product compared to the aspect as the place of individual learning of "Kounai-ken". In addition, from the answers obtained by the metaphor-making task, it suggested that the negative images for "Kounai-ken" include their negative recognition for the extracurricularity of class presentation and preparation, and the dissatisfaction about the limited their freedom at inquiry process and the unclearity of its product.</p>

Journal

  • Japan Journal of Educational Technology

    Japan Journal of Educational Technology 43(4), 447-456, 2020

    Japan Society for Educational Technology

Codes

  • NII Article ID (NAID)
    130007821905
  • NII NACSIS-CAT ID (NCID)
    AA11964147
  • Text Lang
    JPN
  • ISSN
    1349-8290
  • NDL Article ID
    030399691
  • NDL Call No.
    Z7-904
  • Data Source
    NDL  J-STAGE 
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