| Project/Area Number |
23531046
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Educaion
|
|---|
| Research Institution | Tokyo Gakugei University |
|---|
Principal Investigator |
MAEHARA kenji 東京学芸大学, 教員養成カリキュラム開発研究センター, 准教授 (40222286)
|
|---|
| Project Period (FY) |
2011 – 2013
|
| Project Status |
Completed (Fiscal Year 2013)
|
| Budget Amount *help |
¥3,120,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥720,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2011: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
|
|---|
| Keywords | 教員研修 / 校内研修 / 教育行政の分権化 / 学校と大学の連携 / 組織改善 / 国際情報交換 / ドイツの教育 / 分権化 / 組織体としての学校 / ドイツ / ニーダーザクセン州 / 教員研修センター |
|---|
| Research Abstract |
In 2013 fiscal year, I have made progress in the analysis and organizing of the recent trend in studies of in-service teacher training, focusing on bringing up of theoretical framework for teacher development. Through the theoretical analysis of works about development of business people in general, I found out two types of argument: the one with invention of integration of people into the organization, and the other with emphasis on independence of people from the organization. Using these two types of argument as a theoretical framework, I proposed a hypothetical interpretation of difference between in-service teacher training of Japan and Germany. In Japan, the in-service teacher training mainly supposes the separation of individual teacher and school, assigning the issue of school development to another sphere. In Germany, the in-service teacher training is often treated as an integrative enterprise which aims mainly the integration of individual teacher into school development.
|
