2007 Fiscal Year Final Research Report Summary
The study about the support of university of education based on the use of area institute organization for teachers of special support educationPupils Develop Technological Literacy
| Project/Area Number |
18530595
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
KASAHARA Yoshitaka Joetsu University of Education, Graduate School of Education, Associate Professor (60293271)
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| Co-Investigator(Kenkyū-buntansha) |
FUJII Kazuko Joetsu University of Education, Graduate School of Education, Lecturer (00272881)
MARUYAMA Akio Joetsu University of Education, Research and Praxis Center for Education of Children with Disabilities, Lecturer (10377228)
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| Project Period (FY) |
2006 – 2007
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| Keywords | university of education / teacher of special support education / area institute organization / ability to practice / contribution to area / graduate student / class / improvement in curriculums |
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| Research Abstract |
(1) The support of university of education based on the use of area institute organization for teachers of special support education
The next points are important as ideal methods of support. (1) Researchers working at the university of education involved in the area institute organization with teachers of the area. (2) Researchers understand the policy of administration and activity, and advise them. (3) Researchers enlighten activity of the organization to the area, and offer information about idea and practice of special support education to teachers of the area.
(2) The improvement in curriculums of special support education based on the fruits of actions of the area institute organization
Through the participation on the study meeting at the area institute organization, graduate students can study the practices about special support education, and can learn the methods to solve problems. The classes that we invite the teachers should be given to graduate classes, and request them to introduce their practices slot in the curriculums. We think that graduate students can master clinical practices through these practices.
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