発展途上国の教師教育者に対する職能開発支援のあり方 : 広島大学とドミニカ共和国との共同プロジェクトの経験から

Constructing a Model of Teacher Educators’ Professional Development in Developing Countries : A reflective consideration of a joint project between Hiroshima University and Dominican Republic

Okamura Miyuki

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

The broad purpose of this article is two-fold: first, to grasp a general picture of a research trend on teacher educators’ professional development which addresses their roles, functions, expertise and models of professional development for teacher educators; and second, to forward the idea of applicability of the Lesson Study as a model of teacher educators’ professional development in developing countries’ contexts, through examining a joint project having been conducted between Hiroshima University and Dominican Republic from 2010 to 2015. The article shows that special considerations are needed when a teacher educators’ professional development is carried out in these countries, which is derived from its progress of upgrading teacher education from normal schools level to university level. Also, it was found out that the Lesson Study itself could hardly have effects on improving the teaching practices without institutional support and individual teachers’ readiness toward lesson analysis, which is differ from Japanese context.

teacher educators

professional development

developing countries

lesson study

教師教育者

職能開発

発展途上国

授業研究

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039