同僚との協働的活動における課題と成果
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概要
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Many high school English teachers in Japan admit that for a variety of reasons, they seldom meet with their colleagues to set communication goals, plan lessons or collaborate on teaching materials. In response to these norms of low collegiality, and with the benefits of teacher collaboration in mind (Little, 1990; Inger, 2003), the Research Institute of Educational Development (RIED) introduced a collaboration component in its 2006 Teacher Development in English (TDE) Program. The primary goal of the component was to help participants understand how the efficiency of student learning is improved through increased teacher collegiality, both within English department and in cross-content settings. This paper outlines the background, contents, and organization of the collaboration component. Through qualitative and quantitative data collected from the participants over the course of the year, the RIED staff perceived that the component resulted in a gradual yet significant shift in the participants' perspectives of both collaboration and collegiality. At first pessimistic about working more closely with colleagues in their own and other departments, by the end of the year, most reported not only pleasant surprise at their improved teacher relationships, but also an upgrade in their planning and materials creation. Few, however, were able to take the next step and reflect objectively on the impact their collaboration had on their students' learning. The paper concludes with how the 2006 findings are currently guiding the RIED staff in their ongoing efforts to help participants take that steps to enhance student learning through higher teacher collegiality.
- 東海大学の論文
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- 同僚との協働的活動における課題と成果