School-university partnerships: a new recipe for creating professional knowledge in school
School-university partnerships: a new recipe for creating professional knowledge in school
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DOI：
10.1007/s10671-007-9029-7
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发表时间：
2007-05
影响因子：
1.8
通讯作者：
M. Matoba;Yoshiaki Shibata;Mohammad Reza Sarkar Arani
中科院分区：
文献类型：
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作者：
M. Matoba;Yoshiaki Shibata;Mohammad Reza Sarkar Arani
本文首先回顾了有关学校与大学伙伴关系的文献，以评估和描述日本学校与大学伙伴关系在理论和实践上的挑战和范例。其次，明确了名古屋大学与日本中部东海市教育委员会之间为期三年的校校合作伙伴关系的作用，以在学校中为教师相互学习创造有效的环境，并发展更多以学习为中心、关注学生真正需求的教育。从这项研究中可以看出，日本学校教师和大学研究人员之间可以通过开发协作性的校本研究框架，特别是通过课程研究（jugyou kenkyuu）的过程来建立更有效的关系。
This paper first reviews the literature on school-university partnerships to evaluate and describe challenges and paradigms of Japanese approaches to school-university partnerships in theory and practice. Secondly, it clarifies the role of three-year school-university partnership between the Nagoya University and the Tokai City Board of Education in the central Japan for creating an effective environment in schools for teachers to learn from each other and for developing more learning-centered education that focuses on the real needs of students. From this study it can be claimed that more effective relationships between Japanese school teachers and university researchers can be established through developing collaborative a school-based research framework especially through the process ofjugyou kenkyuu(lesson study).