実践知の生成と教職大学院

岡山大学教職大学院の変遷と課題を事例に

抄録

　　 The Graduate School of Teacher Education was established as a new place for teacher education to generate practical knowledge rather than traditional academic knowledge, against the backdrop of teachers viewed as reflective practitioners. Can such efforts of the graduate school really create new knowledge? What kind of difficulties do they experience? Based on the awareness of these issues, this paper considers Okayama University Graduate School of Education as an example of leading school in education that mainly focuses on training prospective teachers. The purpose of this paper is to clarify the transition and conflicts of its Graduate School of Education from the launch of its predecessor―the master program’s evening course―to the present day as well as its role and future challenges in the development of new teacher education. 　　 Instruction at Okayama University Graduate School of Education up until now can be classified into the following three terms: Term 0: Master’s Evening Course period―Establishment and extension of management education. Term 1: Foundation of the Graduate School of Teaching Profession―Art Restoration. Term 2: Teacher training period at the graduate school―Pursuit of leading school in education as an Action Researcher. Term 3: Expansion of teaching graduate schools―Clarification of existence value and pursuit of achievements and evidence. 　　 Lastly, some issues are highlighted regarding the future of the Graduate School of Education. First, it is necessary to clarify the concept of “bridging between theory and practice” and then reconsider its outcome with reports and evidence. This includes determining whether it stands on an individual model or on a school education improvement model, and whether it is an application model or a knowledge creation model. The second is contributing to the growth of the profession. It is important to contribute to the accumulation of evidence in the educational world rather than to preserve practical knowledge as personal knowledge. Furthermore, it is to make the graduate school for teaching profession open to moral and technical dialogue in order to develop teachers as creators of the educational world and society.