| Project/Area Number |
23531088
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Japan Professional School of Education |
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Principal Investigator |
KIRA Naoshi 日本教育大学院大学, 学校教育研究科, 教授 (80327155)
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| Co-Investigator(Kenkyū-buntansha) |
KITANO Akio 日本大学, 文理学部, 教授 (50169869)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2013: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2012: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2011: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 若手教育者養成 / ティーチング・アシスタント / 大学教員準備プログラム / FD / アメリカの大学 / ファカルティ・ディベロップメント / ＦＤ |
|---|
| Research Abstract |
The main purpose of this study was to clarify the formation processes and current conditions of developmental functions for young educators aspiring to be professors at research universities in the U.S. This study found that developmental paths consisted of the initial training for new TAs, mentoring of new TAs by veteran TAs, and preparing future faculty programs, and clarified the processes through which TA development, merely focused on TA training, was transformed into a more comprehensive function, called "graduate student professional development"(GPSD).
These developmental paths with increasing responsibilities may need to be developed as well in Japan, where TAs are not substantially utilized, and professional development for graduate students aspiring to be professors is confined to the third stage above and is called "pre-faculty development."
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