ECEC teacher education reform in Nordic countries in the era of globalization

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K02699
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09030:Childhood and nursery/pre-school education-related
• Research Institution: Shinshu University (2021-2023); The University of Tokyo (2020)
• Principal Investigator: Nakata Reiko 信州大学, 教育学部, 研究員 (40532073)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 保育・幼児教育（ECEC） / 保育者養成 / 北欧 / ノルウェー / スウェーデン

Outline of Final Research Achievements

This study attempts to clarify how teacher education of early childhood education and care (hereafter referred to as ECEC) professionals have been reformed in the global trend of ECEC, using the Nordic countries as a case study. In recent years, various countries have placed importance on ECEC policies and implemented a variety of reforms. However, there are criticisms and concerns about the "schoolification" of ECEC and the economic logic of viewing it in terms of "quality and high returns." Traditionally, the Nordic countries have a tradition of social pedagogy that considers children and development holistically. Nevertheless, they are also influenced by global trends. This study seeks to elucidate how Norway and Sweden have responded to these influences in their ECEC and its teacher education, and how these responses have been reflected in their systems and policies.

Free Research Field

比較教育学

Academic Significance and Societal Importance of the Research Achievements

これまで我が国では、北欧の保育についてスウェーデンを中心に研究・紹介されてきたが、本研究では調査対象にノルウェーを加えることで、北欧の保育についての理解の多層化に寄与した。特に、「学校化」の潮流に関連して、両国では保育における「遊び」と「学び」の位置づけが異なることが明らかになった。また、ノルウェーでは、標準化されたプログラムやアセスメントが浸透し、保育教員の専門性が問われる状況にあるが、批判的視点を提供しうる新たな方法論を探究する動きも見られる。このことは、我が国の保育者養成・保育研究にも示唆を与えてくれる。