- Life long learner with full curiosityedit
Research Interests: Education, Environmental Education, Bioethics, Literature, Higher Education, and 15 moreBiology, Ecology, International Cooperation, Japan, Moral Education, Medicine, Comparative Education, German, Schools, Germany, Environmental Issues, Goals, Secondary School, Internationality, and Bioethical Issues
本研究は，ケニアの理科授業において，学習者がどの程度主体的に問題解決活動に関与しているのかを分析し，問題解決活動の実践に関する課題について考察することを目的とした．ケニアで行われた授業研究会の一連の活動を観察した結果，その実践は，観察・実験という行為に意味や価値をもたせる「思考」の過程を軽視していること，学習者の主体性を強調するあまり，「教えてもよいのに考えさせる」授業展開になっていることが明らかになった．教員に問題解決の過程についての理解を促す支援が必要であることが示唆され... more
本研究は，ケニアの理科授業において，学習者がどの程度主体的に問題解決活動に関与しているのかを分析し，問題解決活動の実践に関する課題について考察することを目的とした．ケニアで行われた授業研究会の一連の活動を観察した結果，その実践は，観察・実験という行為に意味や価値をもたせる「思考」の過程を軽視していること，学習者の主体性を強調するあまり，「教えてもよいのに考えさせる」授業展開になっていることが明らかになった．教員に問題解決の過程についての理解を促す支援が必要であることが示唆された
本稿では青年海外協力隊「現職教員特別参加制度」によってY 国に派遣された教員A の異文化体験による意識変容をケースヒストリーとして記述分析した。A... more
本稿では青年海外協力隊「現職教員特別参加制度」によってY 国に派遣された教員A の異文化体験による意識変容をケースヒストリーとして記述分析した。A の場合，赴任から半年を経た第３回調査（２０１２年１２月）において旅行者から生活者への視点の変化が観察され，自らの活動や国際協力を内省的に見つめなおしていることがうかがえた。赴任先の文化の違いを受容する発言は第３回調査から始まり，赴任後約１年経った第４回調査（２０１３年５月）及びインタビュー（２０１３年７月）でも確認された。「人を変えようとするのではなく，自分が変われば見方も変わる」という柔軟な姿勢や「物事がうまくいかないときは割り切って，次の手立てを考える」という態度はＹ国における異文化体験以前に，日本の教育困難校での教職経験の中で獲得したものではないかと推測された。This study describes the intercultural experiences by a female teacher as a case history. She participated in a Japanese Overseas Volunteer Program for incumbent teachers and was dispatched to a developing country. The analysis of a series of questionnaire surveys indicated a significant change in perspective in the third questionnaire (6months from dispatch) : a change from a tourist view to a local resident perspective. Critical reflection was observed in her comments in the third questionnaire on own activity as a volunteer and on international cooperation. After almost one year from dispatch, her comments showed acceptance o...
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The “International Education Curriculum” is defined as that indicated the final and program goals, composition, contents, the ways of implementation, embodiment and assessment of international educational activities conducted by Naruto... more
The “International Education Curriculum” is defined as that indicated the final and program goals, composition, contents, the ways of implementation, embodiment and assessment of international educational activities conducted by Naruto University of Education and its International Educational Cooperation Center for Teacher Education and Training. The contribution to the realization of sustainable society is set as the final goal of the curriculum. In order to achieve the final goal, we set the three program goals in the fields of international educational development, higher education in Asia and the promotion of the education for sustainable development and the other international education including teacher education. The program components of curriculum, the implications and challenges in its development and implementation were also discussed in this report
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Purpose Lesson study (LS) is a professional development approach that has been attracting attention as an educational innovation since the late 1990s. The purpose of this paper is to investigate factors that contribute to the adoption of... more
Purpose Lesson study (LS) is a professional development approach that has been attracting attention as an educational innovation since the late 1990s. The purpose of this paper is to investigate factors that contribute to the adoption of LS by schools in developing countries without development assistance. Design/methodology/approach The diffusion of innovation theory was used as an explanatory device. The study examined the characteristics of LS perceived by 28 teachers in an Indonesian primary school, where LS was actively and autonomously adopted without development assistance. Data were collected from multiple sources, including interviews with some teachers and a questionnaire for all 28 teachers. Findings While previous studies have indicated that LS as an educational innovation lacks the ideal sets of perceived characteristics that could promote its adoption, this study found that such negative characteristics were mitigated in the Indonesian school. It also found that some o...
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Lesson Study is a collaborative, cyclical and continuing professional development process, aiming at improving a lesson through critical reflection. This research is based on three cycles of Lesson Study conducted during a four-week... more
Lesson Study is a collaborative, cyclical and continuing professional development process, aiming at improving a lesson through critical reflection. This research is based on three cycles of Lesson Study conducted during a four-week workshop in Japan for 10 South African mathematics and science educators. A sub-group developed and refined a high school biology lesson on the blood circulatory system. The final goal of the process was to present the improved lesson in a real biology classroom in a Japanese high school. Two questions are explored in this research, ‘As the Lesson Study cycles are repeated, how does the focus of the discussion change and to what extent does the quality of reflection in terms of insight and substance increase?’, and ‘In what way, if at all, does the discussion contribute to the improvement of the lesson?’ In this research, we analysed the transcripts of three post-lesson discussions, one for each cycle of Lesson Study. The results indicate that both the focus of discussion and the quality of reflection changed depending on social context, hierarchical power relations among participants, and the perceived purpose of the session. Moreover, they show how certain comments contributed directly to improvements to the lesson. The results are discussed in the light of the theoretical conceptualisation of reflection used to analyse the data. We make some practical proposals as to how to enhance educators' participation in team lesson planning and improvement.
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近年，カンボジア，ミャンマーでは教員の質の改善の一環として初等教員養成学士化の動きが活発化している．カンボジアではドナーや国際機関が教員養成改革を支援しており，日本（国際協力機構：JICA）もその例外ではない．本研究は，カンボジアにおいて初等教員養成の学士化が改革政策として議論される文脈を把握し，初等教員養成学士化計画の概要と進捗状況を明らかにすることを目的とする．研究課題として以下の二点を設定した．(1)カンボジアにおいて，初等教員養成の学士化はどのような文脈で，どのような... more
近年，カンボジア，ミャンマーでは教員の質の改善の一環として初等教員養成学士化の動きが活発化している．カンボジアではドナーや国際機関が教員養成改革を支援しており，日本（国際協力機構：JICA）もその例外ではない．本研究は，カンボジアにおいて初等教員養成の学士化が改革政策として議論される文脈を把握し，初等教員養成学士化計画の概要と進捗状況を明らかにすることを目的とする．研究課題として以下の二点を設定した．(1)カンボジアにおいて，初等教員養成の学士化はどのような文脈で，どのような教育課題を解決する政策として議論されたのか．(2)カンボジアにおいて，初等教員養成の学士化を計画・導入する上で，日本の教育経験はどのように活用された（る）のか．本報告は研究課題１に答えようとするものである．そのため，まず，日本の教育開発支援の近年の動向と，カンボジアを含む東南アジア諸国の開発の現状を概観する．そののち，カンボジアの教育開発の成果と課題をまとめ，次にカンボジアの経済開発にかかわる政策文書の分析と照らし合わせることにより，初等教員養成学士化によって解決しようとする教育課題を明らかにしたい
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We have conducted lesson development workshops, observations and demonstrations of Social and Development Studies (SDS) lessons from November 2013 in three schools in a rural area of Zambia. It revealed a clear difference in composition... more
We have conducted lesson development workshops, observations and demonstrations of Social and Development Studies (SDS) lessons from November 2013 in three schools in a rural area of Zambia. It revealed a clear difference in composition between lessons of teachers in rural schools and that demonstrated by us in terms of positioning of hands-on activities. Furthermore, as long as the lessons we observed in two out of three schools, all four SDS lessons had nearly the same lesson composition regardless of schools, topics and grades. In this paper, we discussed how we can grab nearly same pattern of lessons by applying comparative institutional analysis as well as critical realism theories and significance of their application in research of international development in education
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The Taliban effectively marginalized the school population of Afghanistan, particularly girls, who were legally forbidden to attend school. Since the fall of the Taliban Government, education has become one of the key priorities in the... more
The Taliban effectively marginalized the school population of Afghanistan, particularly girls, who were legally forbidden to attend school. Since the fall of the Taliban Government, education has become one of the key priorities in the process of reconciliation, reconstruction and development agreed to in Bonn (Government of the Federal Republic of Germany 2001). The Ministry of Education has had to respond to a number of crucial issues in the drastic and rapid reconstruction and transformation process. Not least of these are issues related to quality—classroom teaching, the curriculum, teacher preparation. The Ministry’s Compilation and Translation Department was charged with developing a new Curriculum Framework for basic education in Afghanistan, and, with the assistance of international organizations, revising textbooks in light of that new framework. This paper considers the gap between intended curriculum as represented by an ambitious and progressive new Curriculum Framework ...
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Research Interests: Higher Education, Accountability, Participation, Deliberative Democracy, Professional Development, and 15 moreLesson Study, Academic literacy, Practical Work, Indigenous Psychology, Aggression, Measurement, Fractions, Policy and practice, Curriculum and Pedagogy, Cultural Relevance, Division, Mother Child Relationship, Globalisation, Kinetic Family Drawing, and adolescent boys
Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching... more
Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese methods. Observational studies, teacher and student surveys, and analyses of classroom videotapes have provided a rich picture of how the Japanese teach the whole class. However, little has been written about how academically low-achieving math students fare in Japanese schools. This article briefly summarizes Japanese methods for teaching mathematics and describes how the educational system addresses academic diversity. It concludes with a description of a method for teaching mathematics that some Japanese mathematics educators feel has promise for students with learning disabilities.
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Mpumalanga Secondary Science Initiative (MSSI) Phase 1 (1999-2002) intended to institutionalize the in-service training system through cascading workshop contents, with Curriculum Implementers (CIs) as change agents. More specifically, it... more
Mpumalanga Secondary Science Initiative (MSSI) Phase 1 (1999-2002) intended to institutionalize the in-service training system through cascading workshop contents, with Curriculum Implementers (CIs) as change agents. More specifically, it aimed at introducing school-based lesson study in South African schools. Lesson Study is a mode of school based, lesson focused professional development which is most commonly practiced in Japanese elementary schools. Based on own observation and secondary analysis of the reports submitted by the short term experts dispatched by JICA to support MSSI, the authors examine he process of introduction and reception of the concept of lesson study in the project. In the analysis, we take the effects of political symbolism elaborated by Jansen on MSSI into consideration. Through this qualitative analytical work, we highlight how the project team practically and frequently adopted itself to the needs of stakeholders and the change of the context for effecti...
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ABSTRACT The Taliban effectively marginalized the school population of Afghanistan, particularly girls, who were legally forbidden to attend school. Since the fall of the Taliban Government, education has become one of the key priorities... more
ABSTRACT The Taliban effectively marginalized the school population of Afghanistan, particularly girls, who were legally forbidden to attend school. Since the fall of the Taliban Government, education has become one of the key priorities in the process of reconciliation, reconstruction and development agreed to in Bonn (Government of the Federal Republic of Germany 2001). The Ministry of Education has had to respond to a number of crucial issues in the drastic and rapid reconstruction and transformation process. Not least of these are issues related to quality—classroom teaching, the curriculum, teacher preparation. The Ministry's Compilation and Translation Department was charged with developing a new Curriculum Framework for basic education in Afghanistan, and, with the assistance of international organizations, revising textbooks in light of that new framework. This paper considers the gap between intended curriculum as represented by an ambitious and progressive new Curriculum Framework and the implemented curriculum, as observed in primary school classrooms. These observations were carried out during the course of a JICA project, STEP or Strengthening Teacher Education Program, which set out to prepare teachers' guides and train teachers in their use. The paper reports on the processes by which teachers' guides were developed and teachers trained and on largely positive effects of the introduction of these teachers' guides. The paper concludes with several recommendations as to improvements in the quality of teaching and teacher education in Afghanistan.