| Project/Area Number |
15H05198
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 海外学術 |
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| Research Field |
Sociology of education
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| Research Institution | University of Tsukuba |
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Principal Investigator |
MINEI Akiko 筑波大学, 人間系, 教授 (80209840)
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| Co-Investigator(Kenkyū-buntansha) |
岩崎 正吾 早稲田大学, 教育・総合科学学術院, 特任教授 (30203368)
Tastanbekova Kua 筑波大学, 人間系, 助教 (30726021)
澤野 由紀子 聖心女子大学, 文学部, 教授 (40280515)
大谷 実 金沢大学, 学校教育系, 教授 (50241758)
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| Co-Investigator(Renkei-kenkyūsha) |
INOUE Madoka 清泉女子大学, 文学部, 准教授 (70468619)
ENDO Tadashi 宇都宮共和大学, 都市経済学部, 教授 (10104118)
KAWANOBE Satoshi 星槎大学, 特任教授 (60382553)
KUROKI Takahito 広島文化学園大学, 保育学科, 講師 (60736106)
SEKI Keiko 一橋大学, 名誉教授 (20107155)
MATSUNAGA Yuji 西南学院大学, 人間科学部, 教授 (30128095)
MORIOKA Shuichi 大妻女子大学, 文学部, 教授 (30103188)
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| Research Collaborator |
UMETBAYEVA Kalyiman 東京藝術大学, 音楽学楽理科, 専門研究員
KAKIMOV Bazarkhan 筑波大学, 大学院・人間総合科学研究科博士前期課程・教育学専攻, 院生
KINOSHITA Kenichi 東京都世田谷区立鳥山中学校, 非常勤講師
HAKUMURA Naoya 岐阜大学, 教育推進・学生支援機構, 助教
MISOCHKO Grigory モスクワ市立教育大学, 外国語学部, 講師
YAMASHITA Masami お茶の水女子大学, グローバルリーダシップ研究所, 特別研究員
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥15,470,000 (Direct Cost: ¥11,900,000、Indirect Cost: ¥3,570,000)
Fiscal Year 2017: ¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2016: ¥6,240,000 (Direct Cost: ¥4,800,000、Indirect Cost: ¥1,440,000)
Fiscal Year 2015: ¥5,850,000 (Direct Cost: ¥4,500,000、Indirect Cost: ¥1,350,000)
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| Keywords | 教育改革 / 教師教育改革 / ロシア / 独立国家共同体 / 新学力観 / 新自由主義 / CIS / 教員養成 / 教員研修 / CIS諸国 |
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| Outline of Final Research Achievements |
The research aims at figuring out intrinsic relationship between educational reform and teachers’ preparation and training system in former Soviet Union.
We reached three research findings: educational reforms are almost exclusively driven by the thought of neoliberalism and competency based academic achievement; consolidation of teacher training system proceeds within the “Bologna process” of European Common Higher Education Framework, which causes transformation of traditional deliberate system into open one; teachers’ in-service training has explicit links with their salary, thus faculty development is organized with the underpinning of market principle. Consequently, the ideal of education as a right goes behind the scene and idea of education as “goods” comes to fore.
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