| 研究課題/領域番号 |
21K02421
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| 研究機関 | 西南学院大学 |
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研究代表者 |
門田 理世 西南学院大学, 人間科学部, 教授 (10352197)
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| 研究期間 (年度) |
2021-04-01 – 2024-03-31
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| キーワード | pre-service education / professional development / curriculum / early childhood / in-service training |
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| 研究実績の概要 |
This research will examine the relationship between pre-service teacher education and in-service teacher practices in early childhood education. Based on the 1st year results (reviewing the literature, finding gatekeepers, recruiting participants in each country, developing instruments, and conducting pilot studies), significant progress in the 2nd year of inquiry was to interview some participants in the United States. The PI contacted gatekeepers at several universities in the US and gained permission to interview six researchers and instructors who have been in charge of pre-and in-service early childhood education programs (i.e., participants are from the State of University of New York at Buffalo, Erickson Institute, National Louis University, and University of Illinois at Chicago). From the initial data sets, ECEC teacher education curriculum goes beyond on-campus learning; instead, learning with in-service teachers creates a harmonious and provocative learning atmosphere for pre-service teachers and provides higher learning opportunities in effective management and manner. Impacted by the COVID-19, still observing pre-service teachers on-site has been banned in my partner universitie. Therefore, methods of inquiry have been shifted from observing and interviewing pre-service teachers in Japan and the US, instead exploring “providers” perspectives (i.e., researchers and instructors who provide the pre-service curriculum and in-service training) through interviewing and observing ways of the curriculum have been implemented.
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| 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
In March 2023, the semi-structured interviews took place either in-person (four participants) or online (two), focusing on the organization of the ECEC teacher education curriculum to inquire about the design process of its sequence and scope, as well as its evolution and adaptation in response to the State Government’s ECEC policy. For example, New York State’s ECEC teacher education curriculum is designed to offer a one-year teaching practicum in collaboration with the regional administration offices. Supported by practicum instructors and initiated by on-campus teaching staff, pre-service teachers acquired not only about “teaching” but also about “being and working as a teacher” mind. As suggested by this data set, a direction in ECEC teacher education goes beyond on-campus learning.
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| 今後の研究の推進方策 |
In the third year of this study, interviews utilizing the same protocol with the US counterparts will be conducted with Japanese researchers and instructors in charge of ECEC teacher training program to investigate the direction of their curriculum organization and its relationship with in-service education (training). The data obtained in Japan and the U.S. will be analyzed qualitatively, and a comparative analysis will be conducted from the following perspectives; which principles the ECEC teacher education curriculum is reorganized and how it is positioned and organized concerning in-service education. Finally, some of the results of these analyses will be presented at an international conference (NAEYC, 2023, Nov. 15-18, Nashville, TN).
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| 次年度使用額が生じた理由 |
Initially, conducting several observations and interviews with pre-service teachers and instructors in the US was planned, however, obtaining permission was not granted and failed to visit several universities (due to a sharp decrease in face-to-face classes after COVID-19, making it challenging to conduct on-site observations). In the third year, the PI plans to present a part of the research at an international conference. In addition, a permission to conduct a supplementary interview survey has been given, the PI plans to make at least two trips to the U.S. to summarize this research.
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