The Recognition and Situation of Practicing of Faculty Development Among The teaching staff of university school of nursing in Japan

本研究旨在了解日本大学护理系教师对教师发展（FD）的认识和实践情况。2002年对1,050名教师进行了有关FD的问卷调查。512人参加了调查。在本问卷中，FD的含义仅限于教师教育能力和科研能力的发展。并从个人层面和制度层面两个方面进行了考察。问卷的回答和拒绝都是自由的，因此，以下几点得到了澄清：（1）系统的FD活动是正式的。但随着护理院校的增多，护理专业的发展还处于沿着摸索阶段。（2）教师的个体关注尚未在系统的功能发展活动中得到体现。（3）不同教师对FD的理解和理解不同。教师群体之间对FD活动的认识很难达成共识。(4)In个人发展历程有一个与职称相关的发展过程，本研究建议作为教师，应根据其职业发展的阶段来制定发展历程。

The investigation was aimed to clarify the situation of practicing and recognition of the Faculty Development (FD) among the teaching staff of university school of nursing in Japan. The Questionnaire survey concerning FD was conducted to 1,050 teaching staff in 2002. 512 people participated in the investigation. In this Questionnaire, the meaning of FD was limited to the development of teacher's educational abilities and research abilities. And, it was investigated from two aspects on a personal side and a systematic side. The answer and the rejection to the questionnaire is guaranteed, freely.As a result, the following was clarified ;(1)The systematic FD activity was formal. But It was in the groping period along with the increase of university of school of nursing.(2)Teacher's individual concern had not been reflected in the systematic FD activity yet.(3)The idea and the interpretation of each teacher's FD were different. It is difficult to have the common understanding of the FD activity between teacher groups.(4)In personal FD, there was a development process of relating to the employment title.This investigation suggests having to develop the FD program according to the stage of the career development as the faculty.