The Impact of Teacher, School, and Municipal Variables on Teachers' Receptiveness to Lesson Standards

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K23300
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Osaka Institute of Technology
• Principal Investigator: SAWADA Toshiya 大阪工業大学, 教職教室, 講師 (80847757)
• Project Period (FY): 2019-08-30 – 2022-03-31
• Keywords: 授業スタンダード / 受容度 / 市区町村 / 学校 / 教師

Outline of Final Research Achievements

Regarding teacher-level variables, it was clarified that teachers with longer careers were more likely to recognize and practice lesson standards. In addition, it was found that teachers who were intrinsically motivated to learn about subject instruction or wanted to improve their teaching skills were likely to recognize, practice and internalize lesson standards. Concerning school-level variables, it was found that teachers were more likely to recognize and practice lesson standards in schools where they were actively engaged in lesson study. In addition, it became clear that teachers were more likely to recognize, practice and internalize lesson standards in schools where senior teachers responsible for school-wide lesson studies showed stronger transformative leadership. As for municipality-level variables, it was found that teachers tended to recognize, practice, and internalize lesson standards when required by the municipality to incorporate them.

Free Research Field

教育行政学

Academic Significance and Societal Importance of the Research Achievements

自治体・学校・教師個人の各レベル変数が授業スタンダードに対する教師の受容度に影響していることが示されたため、教育委員会や校内研究担当者が教師の授業づくりをトップダウン的に牽引するのか、あるいは教師個人や教師集団がボトムアップ的に授業づくりに取り組むのかという二項対立的な議論で捉えるのではなく、教師は自分自身が教師としてどのように成長できるのかを広い視野で捉え、自治体や校内研究担当者は教師の授業づくりに寄り添いながら多様な教師の成長を支える必要があることを指摘した。