2022 Fiscal Year Final Research Report
A Development and Evaluation of Teacher Education Materials Resources in Construction of School Network between Schools Integrating Elementary and Middle School Education
| Project/Area Number |
19K03031
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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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| Review Section |
Basic Section 09070:Educational technology-related
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| Research Institution | Kansai University (2020-2022)
Nara University of Education (2019) |
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Principal Investigator |
OYANAGI WAKIO 関西大学, 総合情報学部, 教授 (00225591)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Keywords | 小中一貫教育 / 学校間ネットワーク / 指導と評価の一体化 / 専門的学習共同体 / 行為主体性 / 教育データ利活用 / 個別最適な学び / 教員研修 |
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| Outline of Final Research Achievements |
This study clarified what is required to establish an inter-school network that contributes to integrated elementary and junior high school education. With the cooperation of City A, which has 15 junior high school districts, the following was identified. Regular opportunities to share and exchange information about the efforts of each of the 15 junior high school districts using reports, face-to-face meetings, and WWW conferencing systems are effective in building a network. And that consciously creating opportunities for teacher teams to feel a sense of responsiveness and to share information among schools about the status of their efforts is effective in building the network. In addition to the efforts of teachers, it became clear that junior high school districts that had created initiatives in which students could understand each other and reflect on their growth, together with the children's and student councils, showed sustained development even under difficult circumstances.
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| Free Research Field |
教育工学
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| Academic Significance and Societal Importance of the Research Achievements |
学校における専門的な学習共同体に関する研究は、国際的にも我が国でも蓄積がある。しかしながら、学校を越えた専門的な学習ネットワークの持つ意味に関する研究は、国際的にも始まったばかりであり、国内的には萌芽的な状況である。この点に関わって、本研究は、異なる校種の学校間、中学校区間に専門的・協同的な学びを構築し、持続発展させる上でどのような働きかけや情報の共有・省察、研修が意味を持つかを明らかにした点に意義を持つ。
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