| 研究課題/領域番号 |
21K02193
|
|---|
| 研究種目 |
基盤研究(C)
|
| 配分区分 | 基金 |
|---|
| 応募区分 | 一般 |
|---|
| 審査区分 |
小区分09010:教育学関連
|
|---|
| 研究機関 | 福井大学 |
|---|
研究代表者 |
モスタファ ヤスミーン 福井大学, 学術研究院教育・人文社会系部門(教員養成), 准教授 (00844531)
|
|---|
| 研究期間 (年度) |
2021-04-01 – 2025-03-31
|
| 研究課題ステータス |
交付 (2023年度)
|
| 配分額 *注記 |
4,160千円 (直接経費: 3,200千円、間接経費: 960千円)
2023年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
2022年度: 1,170千円 (直接経費: 900千円、間接経費: 270千円)
2021年度: 1,820千円 (直接経費: 1,400千円、間接経費: 420千円)
|
|---|
| キーワード | Reflective Lesson Study / Tokkatsu / Communities of Practice / Co-inquiry / School-based PBL / PLD |
|---|
| 研究開始時の研究の概要 |
Egypt has launched the Egypt-Japan Education Partnership (EJEP) program between Egypt and Japan in 2016. This program is based on Japan’s educational model “Tokkatsu”. I will investigate teachers’ performance while implementing tokkatsu. In collaboration with Egyptian teachers, I will develop an innovative practice-based PLD through reflective lesson study and co-inquiry to enhance teacher’s capacity. I will support establishing the culture of communities of practice for the sustainable professional development of Egyptian teachers through roundtables and open lesson study.
|
| 研究実績の概要 |
In 2023-2024, I continued my collaboration with the four targeted schools towards creating a professional collaborative learning community in each school. I participated online in various Lesson Study classes held by teachers of different subjects. I recorded the videos for further reference in my study.
In October 2023, I paid a visit to the schools in Egypt on a two-week business trip. I observed many classes and attended the Lesson Study preliminary sessions and post lesson Reflective sessions held by the teachers. I noticed remarkable development in teachers' practices and discussion approaches. Teachers started to focus more on students' learning and on developing student-centered approaches. A small collaborative community started to evolve in each school with a distinctive identity and characteristics. Teachers Now discuss together and collaborate in each other's classes with the aim of developing new teaching methods in order to develop students' autonomous learning with focus on applying the Tokkatsu concept.
I conducted a questionnaire within the four schools. Participation in the questionnaire was voluntary. From this questionnaire, I could identify the strengths and issues of each school and discuss them with the schools t work more on the strong points and find solutions to the issues in hand.
I plan to visit the four schools again in October 2024 to deepen the culture of
communities of practice and create a network between the schools to expand the learning communities beyond school borders.
|
| 現在までの達成度 (区分) |
現在までの達成度 (区分)
2: おおむね順調に進展している
理由
昨年度も引き続き該当の４学校と順調に調査や協働研究を進めることができた。オンライン授業やその前後の協議会や振り返りのセッションに生配信で参加させてもらう場合もあれば、録画して送付してもらう場合もあった。そして、積極的にアンケート調査にも協力してもらい、学校ぞれぞれの実状況を踏まえた適切な発展や進め方の提案もできた。学校の熱心さとあらゆる面での協力があったため、順調に進めることができた。
|
| 今後の研究の推進方策 |
Schools have shown remarkable progress in creating new teaching methodologies and collaboration between teachers. Some are still struggling with management issues. I will provide more support for those that are struggling and will open new windows for collaboration between schools to create further
opportunities of collaboration and mutual learning through discussion and sharing of practices.
I will hold a small Roundtable between the correspondent schools in Egypt.
I will hold another Roundtable between some schools in Egypt and the University of Fukui attached school to create further learning opportunity beyond borders. This Roundtable will be expected to create a great opportunity for both the Egyptian and the Japanese teachers to discuss their practices and expand their experiences.
|
