Japan’s innovative approach to professional learning
Japan’s innovative approach to professional learning
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日本的创新专业学习方法
DOI：
10.1177/0031721718815674
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发表时间：
2018
期刊：
影响因子：
1.2
通讯作者：
S. Asanuma
中科院分区：
文献类型：
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作者：
R. Ahn;Y. Shimojima;Hisayoshi Mori;S. Asanuma
日本学生在国际考试中的优异表现是众所周知的，但日本教师的专业学习却很少受到关注。 Ruth Ahn、Yasuko Shimojima、Hisayoshi Mori 和 Shigeru Asanuma 描述了教师在整个职业生涯中的专业发展要求。新手教师必须参加至少 300 小时的专业学习，每 10 年有额外的学习要求，并且每 10 年需要更新一次执照。这些学习计划得到了老师们褒贬不一的评价。然而，老师们一致称赞在食院室（教师室）进行的更为非正式的学习。该空间是教师全天的大本营，当他们进出该空间时，他们能够针对紧迫问题寻求建议和支持。这种大学学习不仅使初学者受益，也使资深和职业中期教师受益。
The high performance of Japanese students, as demonstrated on international tests, is well-known, but the professional learning of Japanese teachers has received less attention. Ruth Ahn, Yasuko Shimojima, Hisayoshi Mori, and Shigeru Asanuma describe the professional development requirements for teachers across their careers. Novice teachers are required to engage in at least 300 hours professional learning, with additional learning requirements at the 10-year mark and again for license renewal every 10 years. These learning programs received mixed reviews from teachers. However, teachers consistently praised the more informal learning that took place in shokuin shitsu, or teachers’ room. This space serves as a home base for teachers throughout the day, and as they move in and out of the space, they are able to seek advice and support for pressing problems. This collegial learning benefited not just beginners but also veteran and midcareer teachers.