Comparative Inquiry of Teacher Accreditation Requirements

2021 Fiscal Year Final Research Report

• Project/Area Number: 17K04553
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: National Institute for School Teachers and Staff Development (2018-2019, 2021); Shimane University (2017)
• Principal Investigator: Yurita Makito 独立行政法人教職員支援機構(東京事務所調査企画課), 東京事務所, 上席フェロー (40467717)
• Co-Investigator(Kenkyū-buntansha): 香川 奈緒美 島根大学, 学術研究院教育学系, 准教授 (80622399)
• Project Period (FY): 2021-01-01 – 2022-03-31
• Keywords: 教師教育 / 教員政策

Outline of Final Research Achievements

The study focuses on the issues of (1) the dilution of teachers' professional identity, (2) the decline in the attractiveness of the teaching profession and (3) the increase in teacher turnover observed in the systems that have introduced accountability policies for teacher quality. It was examined the effectiveness and limitations of the behaviourist quality assurance approach in defining and measuring teachers' professional competencies. Based on previous studies on teachers' professional identity and its formation, as well as surveys of the actual situation in other countries, it was found that the behaviourist quality assurance approach, which defines and measures teachers' professional and qualitative competences in an elemental and decompositional manner, is of limited effectiveness, invalidates professional identity and is directly linked to the decline in the attractiveness of the teaching profession and the de-professionalisation of the profession.

Free Research Field

教師教育

Academic Significance and Societal Importance of the Research Achievements

教師に求められる職能を資質能力に要素分解し，これをスタンダードや指標として用いる制度的質保証メカニズムを前提にする教員政策の課題と理論的限界を明らかにした。これに合わせて主に欧州諸国で再検討が進む教師の継続的な職能開発の制度的質保証をめぐる教員政策の現状を調査し，専門職性に伴う学びと教員を組織として捉え包摂的な機会保障を図るウェールズ（英）で進む教師教育政策の改革について整理した。