| Project/Area Number |
15500615
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | University of Fukui |
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Principal Investigator |
MORI Toru University of Fukui, Faculty of Education and Regional Studies, Professor, 教育地域科学部, 教授 (20182199)
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| Co-Investigator(Kenkyū-buntansha) |
TERAOKA Hideo University of Fukui, Faculty of Education and Regional Studies, Professor, 教育地域科学部, 教授 (90115303)
MATSUKI Kenichi University of Fukui, Faculty of Education and Regional Studies, Professor, 教育地域科学部, 教授 (10157282)
YANAGISAWA Schoichi University of Fukui, Faculty of Education and Regional Studies, Associate Professor, 教育地域科学部, 助教授 (70191153)
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| Project Period (FY) |
2003 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2004: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2003: ¥2,100,000 (Direct Cost: ¥2,100,000)
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| Keywords | School Reconstruction / Lesson Study / Teachers professional development / Study on educational practice / Teacher education / Professional school for teachers / 専門性形成 |
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| Research Abstract |
In this century, we must build new learning for knowledge based society. For purpose, new schools and new teachers are needed. Inquiry, communication, and collaboration are core of new learning. New schools are communities of co-inquiry. Teachers for new learning are facilitators, coordinators, and co-learners in this process.
For educational reform for new learning, teachers' professional development is one of most important factors. But ordinary educational systems can not work for teachers' development. Teacher education systems in university are divided into segments of a lot of disciplines. They have no clear context and structure for teacher development. On the other hand, teacher education in school is too traditional, and reproductive. New teacher development system is needed for educational reform in this century. Our project is for this purpose.
The core of this teacher development project is collaborative action research for school reconstruction in school. Teachers and researchers work and study together in this collaborative action research. In project of junior high school of University Fukui, project theme is to cultivate community of inquiry in school. Duration of collaborative study is one of important factors. We must build base for collaboration, work and study together, reflect these works, and reconstruct these cycles. For these full cycles, we need three to five years. To build this long span project, new type teacher development system is needed. Professional school on school site is our plan based on this study project.
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