Japan Bulletin of Educators for Human Development
Online ISSN : 2424-1598
Print ISSN : 1349-7391
Volume 22 , Issue 1
Showing 1-4 articles out of 4 articles from the selected issue
  • Focusing on the socio-economic status of the school district
    Akihito NAKAMURA
    2019 Volume 22 Issue 1 Pages 1-11
    Published: 2019
    Released: July 08, 2019
    JOURNALS OPEN ACCESS
    In this research, We explore that there is a difference in the roles depending on the school environments. as one of school environments, we focuses on the socio-economic background of the school district where the teacher works, and describe the role of the teacher in the school district with Low socio-economic status (SES) of the school. In the analysis, we analyzed the interview data of 20 public teachers(elementary school and junior high school teachers)and the questionnaire data of TALIS and examined the characteristics of school environment where the school Low SES school. As a result, we find “the role of controlling the discipline of the classroom ”, and “the role of evoking learning motivation and role of care ”, “the role of building relationships with parents ” as a teacher role requested by a distinctive school environment. On the other hand, we also find the role of “inclusive of minority students ” and “the collaborative teacher's role facing student problems ” as the roles that the teacher gained subjectively in the “ tough ” school environment. Teachers actively responded to the requested teacher role, while actively acquiring the teacher's role by themselves, so that they were finding out the workplace at the school while adapting to the strict school environment. This research, which shows differences in requested teacher role and accompanying teaching experience depending on the context / situation differences in which teachers practice, provides knowledge on basic theory of teacher science.
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  • From the analysis of one year interview with elementary school teachers
    Natsumi Maeda, Tadashi Asada
    2019 Volume 22 Issue 1 Pages 13-23
    Published: 2019
    Released: July 08, 2019
    JOURNALS OPEN ACCESS
    Kounai-ken (in-school lesson study) provides opportunities for teachers to join a school-wide collaborative inquiry. However, there are only a few studies that have revealed the effect of the fullness of school-based collaborative inquiry on the ability of individual teachers to improve their competence. In this research, we tried to clarify how the context of school research influences learning in lesson studies by interviewing two young teachers for one year. We used the theme analysis to discuss the relation between categories. As a result, though each process of learning had different characteristics, it was observed that their understanding of school research and improvement of their own practical skills were mutually deepened. Our result shows empirically that participating in the school research and the growth of individual teachers can be treated as the two sides of the same coin.
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  • Kanji Himeno, Tetsuya Hasegawa, Norifumi Mashiko
    2019 Volume 22 Issue 1 Pages 25-35
    Published: 2019
    Released: July 08, 2019
    JOURNALS OPEN ACCESS
    It's an important educational issue to consider the state of the teacher educator who carries future's teacher education, accept and training. The purpose of this study is to elucidate teacher educator's work and beliefs on teacher development.   Therefore, we put a survey by questionnaire into effect targeted for the researcher and the practitioner who participate in teacher education in the national teacher training universities. Survey result was shared with 3 groups of the researcher who doesn't have teacher experience, the researcher who has a teacher experience and the practitioner and it was analyzed. As a result, the following thing became clear. First, practitioner tended to spend much time on education relatively also cooperated with researcher in liaison and coordination with school and another agency. Second, concerning with a colleague and a community was affected by practitioner's beliefs on teacher development compared with a researcher.
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  • Focusing on the First Personnel Change in Career
    Daisuke Choshi
    2019 Volume 22 Issue 1 Pages 37-45
    Published: 2019
    Released: July 09, 2019
    JOURNALS OPEN ACCESS
    It has been pointed out in recent years that a personnel change may negatively affect teachers.The purpose of this research is to clarify the aspect of “difficulty after personnel change, ” which is considered to be one of the negative influences. In addition, this study focuses on the first personnel change.It is said that the influence of the change depends on the length of the career, and that the first change has the greatest influence. However, no previous research has focused on this aspect.Therefore, this study includes an interview survey with 10 junior high school teachers who experienced their first personnel change within 3 years.Four categories were generated as a result of the qualitative analysis.While “Difficulty in dealing with differences in the characteristics of stakeholders” and “Difficulty in dealing with differences in the way of work” have been pointed out in previous research, this study highlights the two new aspects of “Difficulty concerning colleagues’ scrutiny” and “Difficulty concerning the deviation of beliefs” by focusing on the first personnel change.
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