2011 年 20 巻 p. 111-120
This study examines the need for collaborative learning design that is conducive to developing the competency of novice elementary school teachers, on the basis of the concept of intermediate conceptual tools in Engeström's theory of expansive learning. Extending beyond the framework of conventional tools, intermediate conceptual tools in expansive learning theories are tools newly created in the process of individual or organizational development. Specific examples of intermediate conceptual tools in educational environments include suggestions and visions for understanding children, models of understanding and utilizing teaching materials, and advice or introduction of tools for divided roles in schools. These conceptual tools are useful solutions to the challenges facing novice school teachers.
In this study, the significance of collaborative learning design by school management personnel（designers and interventionists）is investigated on the basis of the author's experience of working for a year in the school education system as a supporter and instructor of novice teachers. Here, specific new collaborative learning design patterns are presented, and the role of management personnel in an educational environment is identified.
The author hopes that the study will lead to changes in conventional thinking on how to approach the development of novice elementary school teacher competency and provide the opportunity to change training programs such that they promote active learning in novice teachers. Such changes would in turn contribute to the development of competency in novice elementary school teachers in an educational environment, as well as to personnel development in an organization.
