Comparative Study about education and development of lifelong learning educators and facilitators

终身学习教育者和促进者教育与发展的比较研究

• 批准号: 13571010
• 负责人: MIWA Kenji
• 金额: $ 2.82万
• 依托单位: Ochanomizu University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2001
• 资助国家: 日本
• 起止时间: 2001 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-13571010/
• 关键词: lifelong learning educator; professionals; adult educator; adult learner; development; reflection; learning organization; community of practice; 成人教育; 生涯学習; ふり返り; 保健師; 省察的実践; 研修; 養成制度; 力量形成; リフレクション; 大学開放; ふり返り(リフレクション); 意識変容の学習; 社会文化

Our research has begun from April 2001.2004 was the fourth and the last year of our theoretical and practical researches about "faculty and professional development of adult educators". From following three points of view, we tried to write the final report about our researches.1.first, in order to make clear meanings and range or "lifelong learning staffs", we tried to gather and analyze similar concepts such as adult educators, lifelong learning educator, lifelong learning facilitator, professionals etc. We tried also gather faculty development, development, professional development etc.and categorize these words. Then we analyzed critically former professional developments of lifelong learning educators and show an alternative concept of professional development using reflection on practice.2.secondly, as one and very important lifelong learning staffs or facilitators, we focused on nursery or health care staffs and analyzed their meetings, where they reflected their own practices critically.3.thirdly, we, each researcher, tried to write each thesis concerning the themes. Four theses were written, such as a case study about postgraduate course for mature students, concept of "critical self reflection", "learning organization" theory by Peter Senge, professional development for teaching staffs at folk high school in Germany.Finally we published the report with 153 pages.

我们的研究始于2001.2004年4月，这是我们关于成人教育者教师和专业发展的第四年，也是最后一年的理论和实践研究。首先，为了明确终身学习人员的含义和范围，我们试图收集和分析成人教育者、终身学习教育者、终身学习促进者、专业人员等类似的概念，并尝试收集教师发展、发展、专业发展等概念，并对这些词进行归类。然后，我们批判性地分析了以往终身学习教育者的专业发展，并提出了一种基于对实践的反思的专业发展的替代概念。2.作为一个非常重要的终身学习人员或促进者，我们聚焦于托儿所或卫生保健人员，并分析他们的会议，他们批判性地反映了他们自己的实践。论文内容包括成人研究生课程案例研究、“批判性自我反省”概念、彼得·圣吉的“学习型组织”理论、德国民办高中教师的专业发展等四篇论文，并发表了153页的报告。

项目成果

Learning of Professionals at Postgraduate Courses.

研究生课程中专业人员的学习。

• 发表时间: 2005
• 期刊: Lifelong Learning and Practice No.3
• 作者: Kenji MIWA

専門職が大学院で学ぶということ

专业人士在研究生院学习

• 发表时间: 2005
• 期刊: 生涯学習実践研究(お茶の水女子大学) 3
• 作者: 三輪 建二

入江直子, 豊田千代子, 三輪建二, 池田和嘉子, 倉持伸江, 渋江かさね, 西原亜矢子(訳): "P.Cranton. Professironal Development as Transformative Learning.(おとなの学びを創る)部分訳"お茶の水女子大学生涯学習実践研究. 1. 61-105 (2003)

Naoko Irie、Chiyoko Toyota、Kenji Miwa、Kazuko Ikeda、Nobue Kuramochi、Kasane Shibue、Ayako Nishihara（译者）：“P.Cranton。作为变革性学习的专业发展。部分翻译”御茶水女子大学终身学习实践研究1. 61-105。 (2003)

赤尾勝己氏の<書評>に対して

关于赤尾克己的<书评>

• 发表时间: 2005
• 期刊: 人間発達研究(お茶の水女子大学) 27号
• 作者: 三輪 建二

学習の組織化と記録

组织和记录学习

• 发表时间: 2004
• 期刊: 成人の学習と生涯学習の組織化(日本社会教育学会編)
• 作者: 入江直子;他
• 通讯作者: 他