抄録
With the aim to design teacher training for the dissemination and utilization of digital textbooks for learners (DT-L), we categorized teachers based on "concerns" and "training needs" regarding DT-L. A total of 1,050 elementary and junior high school teachers were surveyed on 15 items of "concerns" about DT-L and 7 items of "training needs". Hierarchical clustering was performed to classify teachers into 6 clusters (cl1-6). The characteristics of each cluster were positioned on a two-dimensional plane. The vertical axis is "impact on children/students (interest in learning/academic achievement)" on one side and "impact on teachers themselves (interest in teaching/work)" on the other. The horizontal axis is "curriculum/institutional orientation (macro trends)" on one side and "class design orientation (micro changes)" on the other. Cl1 teachers were found to have a high interest in the change of learning with introduction of DT-L and a desire for training from a macro perspective, while cl4 teachers were concerned with troubles in using DT-L and wished to improve their own skills. The features of other clusters were positioned between cl1 and cl4. Based on these characteristics, we recommended the development of teacher training for each teacher group.
https://ror.org/00wejpz79 
