| Project/Area Number |
23300296
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | Tokyo University of Agriculture and Technology |
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Principal Investigator |
KATO YUKARI 東京農工大学, 大学教育センター, 准教授 (90376848)
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| Co-Investigator(Kenkyū-buntansha) |
KAWAJI Yuka 東京外国語大学, 外国語学部, 教授 (00272641)
ISHIKAWA Masatoshi 東京成徳大学, 経営学部, 准教授 (90332973)
WATANABE Kenji 広島大学, 教育学研究科, 教授 (00220880)
HAYASHI Toshihiro 徳島大学, 総合情報センター, 教授 (90264142)
NAMIKI Mitaro 東京農工大学, 工学研究院, 教授 (10208077)
OOTANI Takashi 名古屋大学, 教育学研究科, 教授 (50128162)
FUKAGAWA Miho 金沢大学, 留学生センター, 准教授 (00583171)
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| Research Collaborator |
FURUYA Noriaki 早稲田大学, 日本語研究教育センター, インストラクター
FUJIKAWA Miho 学習院大学, 非常勤講師
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| Project Period (FY) |
2011-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥17,160,000 (Direct Cost: ¥13,200,000、Indirect Cost: ¥3,960,000)
Fiscal Year 2013: ¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2012: ¥6,890,000 (Direct Cost: ¥5,300,000、Indirect Cost: ¥1,590,000)
Fiscal Year 2011: ¥5,850,000 (Direct Cost: ¥4,500,000、Indirect Cost: ¥1,350,000)
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| Keywords | 日本語教育 / 日本語教師養成 / 遠隔教育 / 教員養成 / 教育実践研究 / 協同学習 / 教師連携 / 実践コミュニティ / eポートフォリオ / eラーニング / 教師の成長支援 / ネットワーク / 相互研修型FD / 授業研究 / 教育工学 / 教育評価 / ポートフォリオ / ピア・レビュー / 情報リテラシー |
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| Outline of Final Research Achievements |
This project promotes teacher collaboration for the professional development of Japanese language teachers. Practical activities in an e-portfolio and Learning Management System for six months, following which a focus group interview and questionnaires revealed the following: (1) participants did not have sufficient pportunities to communicate with each other; (2) young teachers were hesitant to express their ideas and opinions to senior participants; (3) continuing discussion among participants was needed to build and sustain a community of practitioners; and (4) e-teaching portfolio was the effective tools for focusing on and analyzing their own practices. Based on this practice, participants were divided into eight sub-groups and were collaboratively conducting project work for student exchange and planning the seminar for local teachers through web sites.
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