省察と協働を支援する学校改善プログラムの開発的研究(2) : プログラムの構成と実施手順

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We have been developing the school improvement program which supports teachers' reflection and cooperation. The aim of thie articles is to report the basic components and its procedure of the program (core-progoram). Our program focused the improvement from the inside of schools. We regarded the improvement started by teachers as important. We gave an attention to the teachers' side of 'producer of knowledge' as well as the side of 'consumer of knowledge.' We think the keys towards school improvement are each teacher's autonomous problem finding and teachers' collaboration to seek causes and resolution. Basically, our program was composed of two sequential and circular processes. Those were 1) support of each teacher's reflection about their faced problems (reflection process), and 2) support of examining those problems and finding resolution through teachers' interaction (cooperation process). Reflection process had five stages, 1) recording facts and recall of problems, 2) focusing into a central problem, 3) inquiry into causes, 4) planning for the problem resolution, and 5) executing and evaluation. Cooperation process was composed of three principles. Those are 1) sharing the problems based on facts, 2) examination which respects each teacher's awareness of importance of problems, and 3) equal and horizontal communication. We have been developing the tools and procedures of core-program for six years.In this article, we explained examples of the tools and procedures applied to group of teachers in a grade, and to group of teachers in the whole school.
鳴門教育大学の論文
2003-03-07

省察と協働を支援する学校改善プログラムの開発的研究(2) : プログラムの構成と実施手順

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