「データ駆動型教育」がもたらす 教師教育学の課題

教師の役割と成長はどのように変容するのか

抄録

Data-driven education and its aims of adaptive learning are substantially transforming the roles of schools and teachers. It has not only introduced drastic changes to pedagogical methods but also impacted the utilization of time and space at schools. It has also altered the goals and assessment in education. Therefore, this paper examined the impact of the shift to data-driven education on the role and development of teachers from the perspectives of policies, research trends, and teaching practices. The results of the study yielded the identification of three significant roles which teachers will be expected to play in the future: the collector and analyst of data on learning and teaching, the examiner of the educational value of teaching practices that cannot be reflected in the data, and the coordinator who shares anew the public role previously fulfilled by schools and teachers with children, their parents, and the community. However, such roles involve intensive responsibilities and could increase the difficulties of the teaching profession if we depend only on teachers to fulfill them. In such a context, studies on teacher education confront the need to redefine the roles played by teachers in public education.