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Research on design of teacher professional development program for improving quality of learner-centered lesson

Research Project

Project/Area Number 16H06683
Research Category

Grant-in-Aid for Research Activity Start-up

Allocation TypeSingle-year Grants
Research Field Educational technology
Research InstitutionThe University of Tokyo

Principal Investigator

Iikubo Shinya  東京大学, 高大接続研究開発センター, 特任助教 (40609971)

Project Period (FY) 2016-08-26 – 2018-03-31
Project Status Completed (Fiscal Year 2017)
Budget Amount *help
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2017: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Keywordsアクティブ・ラーニング / 教員研修 / 行政研修 / 知識構成型ジグソー法 / 学習科学 / 授業研究 / DBIR / 教育工学 / 教師教育学 / 教育行政学
Outline of Final Research Achievements

This study aims to clarify some principle to design effective teacher professional development program for improving quality of learner-centered lesson.
For this purpose, the author compares some programs centering same method of teaching, Knowledge Constructive Jigsaw, by different educational boards and those outcomes all of which the author deeply concerns and discussed with education board staffs who manages these programs about what we can generalize as principle of program design and what is depends on the situation of each educational boards.
Through the research, the author clarifies three principles of effective teacher professional development program for improving quality of learner-centered lesson, which are 1) developing middle leaders network for lesson improvement, 2) sharing vision and designing long term plan in and among organizations responsible for the professional development programs, 3) fostering the capacity of lesson study within each schools.

Report

(3 results)
  • 2017 Annual Research Report   Final Research Report ( PDF )
  • 2016 Annual Research Report
  • Research Products

    (8 results)

All 2018 2017 2016

All Journal Article (1 results) (of which Peer Reviewed: 1 results,  Open Access: 1 results) Presentation (2 results) Book (5 results)

  • [Journal Article] Design-Based Research to Encourage an Attitude of “Learning Forward”in Teachers towards the Discovery of New Goals2016

    • Author(s)
      飯窪真也
    • Journal Title

      Cognitive Studies: Bulletin of the Japanese Cognitive Science Society

      Volume: 23 Issue: 3 Pages: 270-284

    • DOI

      10.11225/jcss.23.270

    • NAID

      130005398064

    • ISSN
      1341-7924, 1881-5995
    • Related Report
      2016 Annual Research Report
    • Peer Reviewed / Open Access
  • [Presentation] アクティブ・ラーニング型授業の実践力向上を支える行政研修デザインに関する研究2017

    • Author(s)
      飯窪真也
    • Organizer
      日本教師教育学会第27回研究大会
    • Related Report
      2017 Annual Research Report
  • [Presentation] 教師の前向きな学びを支えるデザイン研究―「知識構成型ジグソー法」を媒介にした東京大学CoREFの研究連携―2016

    • Author(s)
      飯窪真也
    • Organizer
      日本認知科学会第33回大会
    • Related Report
      2016 Annual Research Report
  • [Book] 第8章「学びの仕組みを学校に持ち込む」『教育心理学特論』2018

    • Author(s)
      飯窪真也、三宅芳雄; 三宅芳雄、白水始
    • Publisher
      放送大学教育振興会
    • ISBN
      9784595141027
    • Related Report
      2017 Annual Research Report
  • [Book] 第9章「対話的な学びの中で何が起こっているか(1)」『教育心理学特論』2018

    • Author(s)
      齊藤萌木、飯窪真也; 三宅芳雄、白水始
    • Publisher
      放送大学教育振興会
    • ISBN
      9784595141027
    • Related Report
      2017 Annual Research Report
  • [Book] 第10章「対話的な学びの中で何が起こっているか(2)」『教育心理学特論』2018

    • Author(s)
      飯窪真也、齊藤萌木; 三宅芳雄、白水始
    • Publisher
      放送大学教育振興会
    • ISBN
      9784595141027
    • Related Report
      2017 Annual Research Report
  • [Book] 第14章「教室で質の高い学びを実現し続けるために」『教育心理学特論』2018

    • Author(s)
      飯窪真也; 三宅芳雄、白水始
    • Publisher
      放送大学教育振興会
    • ISBN
      9784595141027
    • Related Report
      2017 Annual Research Report
  • [Book] 「第14章 実践と省察のサイクルを支える教員研修体系とネットワークの構築」『学びのデザイン:学習科学』2016

    • Author(s)
      飯窪真也、齊藤萌木; 日本教育工学会、大島 純、益川 弘如
    • Publisher
      ミネルヴァ書房
    • ISBN
      9784623076956
    • Related Report
      2016 Annual Research Report

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Published: 2016-09-02   Modified: 2019-03-29  

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