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社会科教育研究の方法論の国際化プロジェクト　第 7 回シンポジウム

社会科教育研究の方法論の国際化プロジェクト　第 7 回シンポジウム. 質疑応答まとめ / 英語 川口　広美. Comments from Dr. Mizoguchi (discussant). Discussion points. Who should be researched? What topic should be researched? How should we conduct research? How should researchers involve in teaching practice?.

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社会科教育研究の方法論の国際化プロジェクト　第 7 回シンポジウム

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  1. 社会科教育研究の方法論の国際化プロジェクト　第7回シンポジウム社会科教育研究の方法論の国際化プロジェクト　第7回シンポジウム 質疑応答まとめ/英語 川口　広美

  2. Comments from Dr.Mizoguchi (discussant)

  3. Discussion points • Who should be researched? • What topic should be researched? • How should we conduct research? • How should researchers involve in teaching practice?

  4. Comments from Dr. Field

  5. Short comments ‘About the link between Japan & the US’ Similarities • A number of similar educational challenges Differences • A few number of research of teacher education in Japan • As a teacher or teaching administrator, how to deal with large amount of data in relation to student teaching is a big challenge in the US

  6. 1.Who should be researched? • Children at elementary school E.g.) Children’s perceptions about historical thinking as a good source for research • Teachers at attachment school • a number of master teachers • convenient , easy to access , pre-service teachers E.g.) RQ: How can ‘master teachers’ be developed? • Teachers at public school • Different type of teachers & students comparing with attachment school

  7. 3. How should we conduct research? • Quantitative/ qualitative…both are useful • Up to RQs • In the US, Mixed method are becoming popular As to complex & diverse research topics/questions • Qualitative study: descriptive, case-study, empirical style are popular within graduate students

  8. 4.How should researchers involve in teacher education? • It connects to ethical issues • Main Principle: ‘Teachers first, researchers second’ • Questions: ‘How should our relationship (mentor, supervisor & Doctoral students) be?’ • Because as a university faculty, we have double-face: the supervisor of student teachers / the mentor of doctoral students

  9. 4.How should researchers involve in teacher education?(cont.) • Doctoral students have also double face; As a young researcher, as a supervisor of pre-service teachers • But, referring to the principle ‘Teachers first, researchers second’, Interview with pre-service teachers should be done after student teaching (it means that doctor students have retired the position as mentors/supervisors of pre-service teachers.

  10. Comments from Dr.Kuwabara

  11. Researchers in social studies = advisors & supervisors for improving the current practice ≠　observers ⇒we should look for the questions ‘what is good practice in SS’ • In spite of few empirical studies research in Japan, empirical research would become more important (e.g. teachers’ perceptions ) • Particularly, pre-service teachers should be emphasized (rather than in-service teachers) in terms of immediate effectiveness

  12. Q&A

  13. Questions from Dr. Watanabe • For me, the finding of teacher education research in the US did NOT seem to be fresh & interesting. How do you integrate these research findings into teacher education? • I believes that teachers can learn much from the history of education. But, I heard that US pre-service teachers has few opportunity to learn about the history of education. How do you think about this situation?

  14. Answers from Dr. Field • For me, the finding of teacher education research in the US did NOT seem to be fresh & interesting. How do you integrate these research findings into teacher education? • The reason why the works related to teacher education was not interesting could be the fault of RQs or researchers themselves( not the field of teachers education). • Researchers should have collaboration with pre-service teachers & doctoral students. It’s important to learn from practitioners.

  15. Questions from Prof. Kobara • From my experience of visiting Indiana universities, I found the differences in terms of teacher training. • The status: Service learning & project-based learning • The role of Supervisor/ coordinator • How important service learning is for teacher education? What is the role of service learning, project-based learning for teacher education?

  16. Answers from Dr. Field • The different status of student teaching • Supervisor: • university faculty, doctoral students, in-service teachers • Conducting assessment and feedback • ‘Good’ Service learningis based on… • Making good connection with academic major, not just volunteer work • University professors try to reflect from his special specialization

  17. Final comments from Mr. Hashimoto

  18. According to the session today, we should consider following 3 questions • About the type of teacher education research, is there any distinction between the research in ‘General’ educational studies and the research in particular subject area, such as Social Studies or Math, Science… Are these the same? Different? • Who is the ‘Master teacher’ of Social Studies? • The importance of collaboration with researchers from other field (e.g. Educational psychology)

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