2022 Fiscal Year Final Research Report

The Positioning of Teaching Practice and Experiential Learning in Teacher Training: From the Perspective of Comparative History of Education in Japan and South Korea

Research Project

PDF

Project/Area Number	20K02461
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 09010:Education-related
Research Institution	Seitoku University
Principal Investigator	YAMAZAKI Nanae 聖徳大学, 教職研究科, 教授 (90598103)
Co-Investigator(Kenkyū-buntansha)	森貞美聖徳大学, 教育学部, 教授 (10337850) 岡田了祐お茶の水女子大学, 教学IR・教育開発・学修支援センター, 講師 (80757287)
Project Period (FY)	2020-04-01 – 2023-03-31
Keywords	教員養成史 / 教師教育 / 日韓比較教育史 / 教育実習
Outline of Final Research Achievements	The purpose of this study was to clarify the position of educational training and experiential learning in teacher training in Japan after World War II from the perspective of comparative educational history between Japan and Korea. With these objectives in mind, we conducted a survey of historical materials on educational training and experiential learning in Japan in the early postwar period, organized the historical development of evaluation research on educational training in postwar Japan, surveyed materials on the transition of teacher training curriculum and educational training in postwar Korea, surveyed materials on educational training at colleges of education in modern Korea, and examined materials on teaching practice in Korea. Interviews with teachers in charge of educational training and preschool/school management in modern Japan, and interviews with teachers in charge of educational training in modern Korea were conducted.
Free Research Field	戦後日本教員養成史
Academic Significance and Societal Importance of the Research Achievements	戦後日本では、「観察・参加・実習」という考え方や学びの方法が導入された。戦後初期、この「観察・参加・実習」をめぐって、教育実習に研究的側面を取り入れること、自己評価も含んだ評価方法の改善や教育実習を中心とした養成教育全体の構造化が重要であることが強調されていたが、こうした点は現代に至るまで、養成現場においても教員養成史研究においても、十分に追究されてきたとはいえない。本研究は、こうした研究状況を進展させる学術的意義を持つだけでなく、韓国との比較の視点を取り入れたことで、現代日本の教育実習・教職体験的学習や教員養成のあり方を再考する視点を提供する社会的意義を持つものである。