An International Comparative Study on Teacher Professionalism and Culture of Teaching

本研究旨在从比较的角度探讨日本的教学文化与教师专业化。为此，我们进行了两项主要研究：一是对40所小学和38所初中的2053名教师的问卷调查;二是1994/1995学年对4所小学和4所初中的民族志研究。研究团队的部分成员参加了两次国际会议，并发表了论文，并交流了研究成果和教学思想。部分研究成果发表在多个学术期刊和研究报告上。主要研究结果如下：（1）日本的教学是由大量的工作和任务组成的，这使得日本教师忙碌，导致教学职业的密集化。（2）学院制在教师的组织和各种角色中被制度化，并与群体主义的社会文化传统交织在一起，对教学的发展既有积极的作用，也有消极的作用。

This study intended to investigate the culture of teaching and teacher professionalism in Japan from the comparative perspective. For this purpose, we conducted two major researches : one is the questionnaire survey of 2053 teachers of 40 elementary and 38 junior high schools ; and the other is an ethnographic research at four elementary and 4 junior high schools during the 1994/5 academic year. Some members of the research team attended at two international conferences and presented the papers as well as exchanged the research findings and ideas on teaching. Some of the research results were published as several Articles of academic Journals and as a research report. Some of the major findings are as follows :(1)Teaching in Japan is composed of so many works and tasks, which keep Japanese teachers busy and result in the intensification of teaching occupation.(2)Collegiality is institutionalized in the organization of teachers and various roles, intermingled with a socio-cultural tradition of groupism, and plays both positive and negative roles for developing the teaching.