教師教育分野における研究と実務の関係

―JICAによるカンボジアの教師教育協力を対象に―

抄録

This paper explores on the possible relationship between theory and practice in teacher education cooperation. Three major domains of teacher education, namely, teacher education (kyoshi kyoiku gaku), educational methods (kyoiku hoho gaku), and subject-specific education (kyoka kyoiku gaku), are first examined to better understand how each domain has similar or different stances toward“usefulness.” Specifically, teacher education tends to be cautious about the direct application of theory into practice, while educational methods begins with concrete practices and aims to be useful in those practices. In contrast, subject-specific education involves a back-and-forth between practice and research, with a focus on improving classroom instruction and curriculum development. The differences in such stance significantly impact the practical application of knowledge in teacher education cooperation. Knowledge of subject-specific education, particularly science education, has been especially emphasized in a series of JICA's teacher education projects conducted in Cambodia, influenced by its value neutrality and translatability. It is further suggested that there is a divergence between international cooperation practices and research in the field of teacher education, which might stem from the fact that each starts with different goals and timelines. While practice focuses on achieving predetermined goals within fixed timeframes and budgets, research views teacher education as given whose outcomes should be interpreted from various perspectives over time. Despite this divergence, such differences can offer new critical insights between research and practice, underscoring the importance of maintaining dialogue.