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Creating a professional development school : English curriculum development in a Japanese high school through university-school collaboration :

创建专业发展学校：通过大学与学校合作在日本高中开发英语课程：

基本信息

批准号：
15520377
负责人：
SATO Kazuyoshi
金额：
$ 1.92万
依托单位：
Nagoya University of Foreign Studies
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2006
项目状态：
已结题

项目摘要

Although the current literature in general teacher education emphasizes the importance of creating a professional development school, there has been little documentation as to how such a professional learning community is actually created. In the area of foreign language teacher education, although Freeman and Johnson (1998) advocate a reconceptualization of the knowledge base of language teacher education, including the school context, the teacher, and practices, few studies have been conducted within this three-way framework. In particular, "teacher learning within the social, cultural, and institutional contexts" (p.397) has not been explored except for a few studies (e.g., Kleinsasser, 1993 ; Sato, 2000 ; 2002 ; Sato ＆ Kleinsasser, 2004). Using multiple data sources including interviews, classroom observations, surveys, and documents, this study aims at revealing how English as a Foreign Language (EFL) teachers struggled and collaborated to develop a learning community with the sup … More port of a university teacher in a Japanese public high school over the past five years.This study has described how teachers in an English department in a Japanese high school struggled with projects implemented by the prefectural government and went through difficulties in order to revitalize their curriculum. It was true that teachers were forced to work on curriculum revitalization at first due to the top-down initiatives and there were many times when these teachers resisted and struggled with the projects. Yet, the more these teachers collaborated with the support of a university teacher toward the same goals, particularly in the second project, the more they experienced successful teaching practices. As the teachers confirmed better student outcomes, they began to develop materials and share them with one another. From this point of view, these teachers generated many teacher learning opportunities within their school context, as they worked on their curriculum revitalization as a team. The following are the implications :(1) Teachers were resistant to changing their beliefs about English language teaching and learning.(2) Changing assessment and making coherent assessment criteria became a catalyst to develop teachers' practices.(3) Creating a weekly meeting was effective but not enough.(4) Gradually, teachers took risks, communicated more about teaching, and moved away from the textbook.(5) Keeping track of student-achievement data built up teacher confidence.(6) Teacher collaboration with the support of a university teacher encouraged teachers to take more risks and facilitated on-the-job teacher learning.(7) Teacher learning led to better student learning.In summary, this study revealed that these teachers have been transforming their workplace into a site for inquiry as they struggled, went through conflict, agreed and disagreed with one another, and tried out new practices little by little. In other words, these teachers have been transforming this school from a weak teaching culture into a learning organization or a professional development school. Less

尽管当前普通教师教育的文献强调创建专业发展学校的重要性，但关于如何实际创建这样一个专业学习社区的文献却很少。在外语教师教育领域，尽管Freeman和Johnson（1998）主张对语言教师教育的知识库进行重新概念化，包括学校环境、教师和实践，但在这三向框架内进行的研究却很少。特别是，除了少数研究（例如，Kleinsasser，1993；Sato，2000；2002；Sato＆Kleinsasser，2004）之外，“社会、文化和制度背景下的教师学习”（第397页）尚未得到探索。本研究利用访谈、课堂观察、调查和文献等多种数据来源，旨在揭示过去五年来，英语作为外语（EFL）教师如何与日本公立高中的一名大学教师的支持者一起努力和合作，建立一个学习社区。本研究描述了日本一所高中英语系的教师如何与县政府实施的项目作斗争，经历重重困难，以建立一个学习社区。振兴他们的课程。诚然，教师们最初从事课程振兴工作是由于自上而下的举措而被迫进行的，并且多次遭到这些教师的抵制和挣扎。然而，这些教师在大学教师的支持下为实现同一目标而合作得越多，尤其是在第二个项目中，他们就越能体验到成功的教学实践。当老师们确认学生成绩更好时，他们开始开发材料并互相分享。从这个角度来看，这些教师在学校环境中创造了许多教师学习机会，因为他们作为一个团队致力于课程振兴。其影响如下：(1) 教师抵制改变他们对英语教学和学习的信念。(2) 改变评估并制定一致的评估标准成为发展教师实践的催化剂。(3) 每周召开一次会议是有效的，但还不够。(4) 教师逐渐承担风险，就教学进行更多交流，并远离教科书。(5) 跟踪学生成绩数据建立了教师的信心。(6) 教师在大学老师的支持下的合作鼓励教师承担更多的风险，并促进在职教师学习。(7)教师学习带动学生更好的学习。总而言之，本研究表明，这些教师在挣扎、经历冲突、彼此同意和不同意、一点一点尝试新做法的过程中，已经将他们的工作场所变成了探究的场所。换句话说，这些老师一直在将这所学校从一个薄弱的教学文化转变为一个学习组织或专业发展学校。较少的