この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/27226
学校教育実践学研究 14 巻
2008-03-20 発行
イングランドにおけるインスペクション(査察)の教員養成への影響 : ローハンプトン大学のモニタリングシステムとスタッフ研修会を中心に
The Influence of the OFSTED Inspection upon Initial Teacher Training (ITT) Programs in England : The Case of Monitoring System Developed at Roehampton University
Abstract
The aim of the research is to identify the way initial teacher training (ITT) program in England guarantees quality through OFSTED inspection. Our primary concern is to recommend a system for quality control in the Japanese ITT system where no agreed standard for qualified teacher status (QTS) or monitoring and evaluation system is currently implemented.
To consider the restructuring of the ITT system in Japan that assures its quality and their rigorous engagement in quality control, the introduction and impact of OFSTED as the external inspection system to the ITT programs in England should be highlighted in the following two ways. First is the degree of authority and transparency in the inspection system. OFSTED publishes the outcome of inspections, the result of which affects the number of ITT students' intake and the amount of budget allocated by the government. The ITT tutors are increasingly under huge pressure for securing budgets by obtaining satisfactory inspection results. They also face limited time for research due to the demands of constant improvement in their systems. Consequently, it was identified that it has become more difficult to share good practice and knowledge between ITT providers. Second, an external inspection or monitoring system that is conducted by expert panels should be introduced in order to guarantee the quality of teacher training provision. To make this inspection system practical and effective, the initial development in Japan should be an implementation of agreed standard for QTS and a point of reference against which make possible the self-reflection and monitoring of ITT providers.
To consider the restructuring of the ITT system in Japan that assures its quality and their rigorous engagement in quality control, the introduction and impact of OFSTED as the external inspection system to the ITT programs in England should be highlighted in the following two ways. First is the degree of authority and transparency in the inspection system. OFSTED publishes the outcome of inspections, the result of which affects the number of ITT students' intake and the amount of budget allocated by the government. The ITT tutors are increasingly under huge pressure for securing budgets by obtaining satisfactory inspection results. They also face limited time for research due to the demands of constant improvement in their systems. Consequently, it was identified that it has become more difficult to share good practice and knowledge between ITT providers. Second, an external inspection or monitoring system that is conducted by expert panels should be introduced in order to guarantee the quality of teacher training provision. To make this inspection system practical and effective, the initial development in Japan should be an implementation of agreed standard for QTS and a point of reference against which make possible the self-reflection and monitoring of ITT providers.
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