この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/42635
学習開発学研究 10 号
2017-03-16 発行
「学び続ける教員」の育成を目指した広島大学大学院教育学研究科教職開発専攻の取り組み : 教育実践開発コースを中心に
Efforts of the Professional Development Program at Hiroshima University Towards Fostering Teachers as Continuous Learners : The Case of the Teaching Practice and Development Course
Abstract
In 2016, the Graduate School of Education at Hiroshima University established the Professional Development Program for Teachers and School Leaders which consists two courses: The Teaching Practice and Development Course and the School Management Course. Focusing on the former, this paper examines its achievements and problems in the first year to develop some perspectives of models for graduate education toward fostering teachers as continuous learners. We discuss from the following four points: a collaborative learning between teacher and non-teacher graduate students; an effective way to learn the basic skills; a circulation of theory and practice; a triumvirate and learning environment on the realization of them.
About This Article
内容記述
本研究は，JSPS科学研究費補助金基盤研究（B）（一般）「「学び続ける教員」を支えるアクティブ・ラーニング型教員研修プログラムの開発」（JP16H03765）の助成を受けている。
本稿は，平成28年度日本教育大学協会研究集会で発表した内容を加筆・修正したものである。
著者キーワード
Teachers as continuous learners
Professional development
Independent and collaborative learning
Graduate school of teacher education
学び続ける教員
力量形成
主体的・協働的な学び
教職大学院
権利情報
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