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New Strategy and Teacher Training toward 21st century
Hiroyuki Kuno, PhDAichi University of Education, Japan
NIS International Conference, December 4, 2012
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1. Objective (Summary)
• This presentation describes current Japanese Teacher Training vision from two different perspectives.
• On the first topic: the presenter focuses on the latest national Teacher Training strategy that is proposed by “National Central Council for Education” in August 2012 (new Challenges)
• On the second topic: “Lesson Study” that is bottom-up approach of nationwide spread traditional Japanese School In-service training (Traditions)
• These two different perspectives: national- and bottom-up approach make clear new strategy and its implementation process of Japanese Teacher training and education in the 21st century
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2. Framework
• National Approach: Report for Teacher’s Professional Development by “National Central Council for Education” in August 2012 (Strategy & Challenges)
• Bottom-up Approach: “Lesson Study" nationwide spread traditional School Based In-service training (Implementation & Tradition)
Dialogue
Prefecture
Municipal/city
School
MOE/National Institute of Ed.
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3. Background (Challenges)
New LearningTool & Methods
Global Competition
School Life Social Change
Problem Solving Learning, ICT Facilities & Skills, Communication Skills, Social SkillsPISA Research, Key Competences, Global challenges, English Communication Skill
Special needs Education, Disaster Prevention, School Bullying & Suicide etc.
Redesigning & Raising Quality of Teachers’ Professional Development
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4. Initiative from National Institutions(top-down Approach)
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4. National Initiative (top down)
• National Report: “Comprehensive Strategies for Raising Teachers’ Capacities with Perspective of Teachers Whole Life”
• Reported by “National Central Council of Education”• Referring to Council:
June 2010• Report from Council:
August 2012
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4.1 Teachers’ capacities in 21st Century
(i) Professional Fundamental abilities: Responsibilities, Inquiring mind, self-learning
(ii) High Qualified knowledge & skills on:a) Subject/Contentsb) Lesson designing/
pedagogical skillsc) Classroom & School Management
(iii) Comprehensive Human nature: - Rich humanity - Social communication, -Collaboration with colleagues & society
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4.2 Three Keywords for redesigning of Teachers’ Development
• Keyword 1: Individual/Team/Management• Keyword 2: Teachers Life Course• Keyword 3: Collaboration with Stakeholders
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4.2.1 Keyword 1: Individual/Team/Management
(i) Professional Fundamental abilities(ii) High Qualified knowledge & skills(iii) Comprehensive Human nature
Wider concerning & deep professional
Individual- Communication with others- Collegiality among teachers (help each other, share experience)
-Find new idea through discussion
Establishing Mutual Learning Culture
Team
- Establishing Vision & Mission of School- Ensure opportunity of teachers professional development- Leadership for Lesson Study at school for all teachers
To develop & manage Teachers/School Recourses
Management
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4.2.2 Keyword 2: Teachers’ “Life Course”
Teacher Education
in university Training for new teacher
(Initial training)
Training for middle/skilled
TeacherTraining for School
Management
Degree Programme “Master of Education”
at UniversityHigh Quality
Lesson & Classroom
Development
High Quality School
Management
Basic skills for Lesson &
classroom Development
Teacher Recruitment
Age 22-30
Age 30-45
Age 45- 60
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4.2.3 Keyword 3: Collaboration with Stakeholders
Teachers Professional Development
School based In-service Training “Lesson Study”
Teacher Training Center
MOELocal Board of
Education
NPO Local Citizens
University
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5. School-based Teacher Training (bottom-up Approach)
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5.1 Lesson Study: traditional bottom-up Teacher Training
<What is LESSON STUDY?>• Lesson improvement activity originated in 19th
century in Japan, and now spread nationwide• Skills for teaching : to raise lesson quality• Skills for lesson development: implementation of
new curriculum
since 2000’s spread in the world: Japan US Asian countries +Europe(UK, Sweden) WALS: World Association of Lesson Studies worldwide teachers network for lesson improvement
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<Plan>- Lesson Plan- Pre-check Lesson Plan
<Do>- Research Lesson
<Check>- Post-Lesson conference
<Action>- continual
Lesson improvement
14
5.2 “Lesson Study Cycle” = <PDCA> cycle for Lesson & Teachers Professional Development
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5.3 Procedure of Lesson Study
• Plan: to plan the Lesson collaboratively <Lesson Plan-format>
• Do: to observe Research Lesson together with colleagues
• Check: to discuss at Post Lesson Conference in that all/group teachers give their comments (findings) and to reflect the Research Lesson
• Action: to implement their findings in each class and to improve their own lesson
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5.4 Example: Research Lesson of Mathematics in Elementary school
Aim of the Research Lesson: - creating mutual communication & mutual support atmosphere required National Curriculum: oral communication, reflective thinking, mutual learning culture
Mathematical topic: “multiplication of 2-digits by 2-digits”
Grade: Elementary 3rd Grade
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1) Introduction of the lesson: Show the today’s topic “multiplication of 2-digits by 2-digits”
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2) Solving problems (12X23) individually and find many ways of solution (multiple thinking)
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3) After individual Solving, students move to find someone who had different solution and exchange their ideas (free discussion & mutual support)
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4) Teacher invites some student who has different types of solution, to write their solution on chalkboard in order to compare them.
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5) Teacher calls all of student to discuss and find difference among students’ solutions those answers are correct but different ways of culculation (to understand different way of solutions by classmates)
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Research Lesson In IndonesiaResearch Lesson In Japan
5.5 Photos from Research Lesson in the world
Research Lesson In Malaysia
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5.6 Futures of Lesson Study
self-initiative by school for Lesson improvement small step improvement (not following academic theory)
whole school/subject groups participation setting aims according to daily needs of school qualitative assessment (not evaluation test, nor teacher
evaluation)
establish a culture and mind of teachers’ collaborative learning
Bottom-up Approach for Lesson improvement
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New Strategy and Teacher Training toward 21st century
Hiroyuki Kuno, PhDAichi University of Education, [email protected]
NIS International Conference
Thank you for your Attention!