teacher's collaborative reflection in school self-evaluation discussion: case study focused on the change and interaction of teacher's reflection

2020 Fiscal Year Final Research Report

• Project/Area Number: 19K20937
• Project/Area Number (Other): 18H05741 (2018)
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund (2019); Single-year Grants (2018)
• Review Section: :Education and related fields
• Research Institution: The University of Tokyo
• Principal Investigator: Sasaki Orie 東京大学, 大学院教育学研究科(教育学部), 特任助教 (70825075)
• Project Period (FY): 2018-08-24 – 2021-03-31
• Keywords: 教師間の省察、協働 / 学校自己評価 / 事例研究

Outline of Final Research Achievements

In this study, I examined the processes starting from goal setting towards discussion among teachers in school self-valuation in Japan. In this study, the conditions that faculty and staff participation into goal setting leads to effective use of school evaluation. The process of dialogue and consensus building in school evaluation was also examined.
The output of this research is the dissertation "Empirical study on the effect and process of school self-evaluation on collaboration between teachers-focusing on the function of performance management-" in the doctoral program of the Graduate School of Education, the University of Tokyo. In this paper, an empirical examination was conducted, to clarify whether teachers were able to promote and deepen their own reflection in school self-evaluation.

Free Research Field

教育政策、教師教育、比較教育

Academic Significance and Societal Importance of the Research Achievements

本研究は、学校自己評価が、教師間の協働、ひいては教育実践の改善につながる効果に関する体系的な実証的研究である点に学術的独創性がある。さらに、学校段階や自治体規模ごとに複数の事例を取り上げ、質的調査を通して、目標設定から協働に至る一連のプロセスを、海外の先行研究で指摘されてきた要因を基に検討するが、義務規定となっている学校自己評価の、学校段階や自治体規模に応じた効果的な活用方法についての新たな知見や理解を提供するといった実践的意義もある。本研究が提供する、日本の学校自己評価への教職員参加の実態や効果についての基礎的理解は、東アジア地域において特有の学校評価の在り方の提起に貢献する可能性がある。