イギリスにおける教員養成改革の教科教員養成への影響―地理教員養成の事例
本稿は，イギリスの教員養成改革の実態と課題を教科教員養成，とりわけ地理を事例に報告する．イギリスでは改革により教員養成ルートが分列化し，養成ルートの中心が大学主導型から学校現場主導型に転換した．その結果，教員養成から撤退する大学の発生，教員養成機関としての大学と学校との競合関係の発生，教員養成内容の汎用化・一般化などが問題化している．日本の教員養成改革では，イギリスの教員養成改革がしばしば参照されているが，教科の専門的力量の形成の観点からは，これら問題の発生は看過すべきではない．...
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| Published in | E-journal GEO Vol. 14; no. 2; pp. 404 - 412 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | Japanese |
| Published |
公益社団法人 日本地理学会
2019
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1880-8107 |
| DOI | 10.4157/ejgeo.14.404 |
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| Abstract | 本稿は，イギリスの教員養成改革の実態と課題を教科教員養成，とりわけ地理を事例に報告する．イギリスでは改革により教員養成ルートが分列化し，養成ルートの中心が大学主導型から学校現場主導型に転換した．その結果，教員養成から撤退する大学の発生，教員養成機関としての大学と学校との競合関係の発生，教員養成内容の汎用化・一般化などが問題化している．日本の教員養成改革では，イギリスの教員養成改革がしばしば参照されているが，教科の専門的力量の形成の観点からは，これら問題の発生は看過すべきではない． |
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| AbstractList | 本稿は，イギリスの教員養成改革の実態と課題を教科教員養成，とりわけ地理を事例に報告する．イギリスでは改革により教員養成ルートが分列化し，養成ルートの中心が大学主導型から学校現場主導型に転換した．その結果，教員養成から撤退する大学の発生，教員養成機関としての大学と学校との競合関係の発生，教員養成内容の汎用化・一般化などが問題化している．日本の教員養成改革では，イギリスの教員養成改革がしばしば参照されているが，教科の専門的力量の形成の観点からは，これら問題の発生は看過すべきではない． |
| Author | 志村, 喬 ビダフ, メリー |
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| References | Marsden, B. 1997. On taking the geography out of geographical education: Some historical pointers. Geography 82: 241–252. ブルックス クレア 2016．「今現在」のイギリスにおいて地理を教える．新地理 64（1）: 22–28 Brooks, C. 2016. Teacher subject identity in professional practice: Teaching with a professional compass. London: Routledge. GA (Geographical Association) 2015. Geography initial teacher education and teacher supply in England: A national research report by the Geographical Association. Sheffield: GA. White, A. 2010. What makes psychology and geography grads the most employable? Guardian on-line 18 Nov 2010 (last accessed 20 May 2019) Firth, R. 2011. Making geography visible as an object of study in the secondary school curriculum. The Curriculum Journal 22: 289–316. 志村 喬 2018a．学校教育で 「持続可能な社会づくり」を実現する教員養成のありかた――地理教員養成・研修をめぐる国際動向．科学 88: 166–170 Morgan, J. 2015. Michael Young and the politics of the school curriculum. British Journal of Educational Studies 63: 5–22. Morgan, J. 2017. Persevering with geography. Documents d’Anàlisi Geogràfica 63: 529–544. Ofsted 2011. Geography: Learning to make a world of difference. London: HMSO. Lambert, D., Young, M., Roberts, C. and Roberts, M. 2014. Knowledge and the future school: Curriculum and social justice. London: Bloomsbury Academic Press. Robinson, W. 2006. Teacher training in England and Wales: Past, present and future perspectives. Education Research and Perspectives 33(2): 19–36. Brooks, C. 2010. Why geography teachers’ subject expertise matters. Geography 95: 143–148. 志村 喬 2018b．イギリス教育界における「知識への転回」と教員養成――地理教育を中心に．松田愼也監修『社会科教科内容構成学の探求』212–234．風間書房 Tapsfield, A. 2016. Teacher education and the supply of geography teachers in England. Geography 101: 105–109. DfE (Department for Education). 2016. A framework of core content for initial teacher training (ITT). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536890/Framework_Report_11_July_2016_Final.pdf (last accessed 18 May 2019) Firth, R. 2018. Recontextualising geography as a school subject. In Debates in geography education, 2nd ed. eds. M. Jones and D. Lambert, 275–286. London: Routledge. Biddulph, M., Lambert, D. and Balderstone, D. 2015. Learning to teach geography in the secondary school: A companion to school experience, 3rd ed. London: Routledge. TDA (Training and Development Agency for Schools) 2008. Professional standards for qualified teacher status and requirements for initial teacher education (Revised 2008). London: TDA. DfE (Department for Education). 2015. Carter review of initial teacher training. London: HMSO. DfE (Department for Education) 2011. Teachers’ standards. https://www.gov.uk/government/publications/teachers-standards (last accessed 18 May 2019) 高野和子 2017．イングランドの教員養成――日本の議論への引き取り方とかかわって．日英教育誌 3: 3–15 DfE (Department for Education) 2010. White paper: The importance of teaching. London: HMSO. 志村 喬 2006．イングランドにおける中等教育地理教員の養成課程――ロンドン大学IoE中等PGCE養成コースの事例．日本社会科教育学会全国大会発表論文集 2: 116–117 Hirsch, E. D. 1988. Cultural Literacy: What every American need to know. New York: Vintage Books. GA (Geographical Association) 2018. Geography initial teacher education and teacher supply in England: 2018 update. Sheffield: GA. Hirsch, E. D. 2016. Why knowledge matters: Rescuing our children form failed educational theories. Cambridge, Mass: Harvard Education Press. Jones, M. and Lambert, D. 2018. Introduction: The significance of continuing debates. In Debates in geography education, 2nd ed. ed. M. Jones and D. Lambert, 1–14. London: Routledge. House of Commons 2018. Initial teacher training in England: Briefing paper no. 6710. London: House of Commons. ランバート デヴィッド 2017．地理の教室では，誰が何を教えるのか？――力強い学問的知識とカリキュラムの未来．新地理 65（3）: 1–15 Jackson, P. 2006. Thinking geographically. Geography 91: 199–204. Hellawell, D. E. 1987. Control and responsibility in teacher education and training in England and Wales. European Journal of Teacher Education 10(1): 7–15. |
| References_xml | – reference: Brooks, C. 2010. Why geography teachers’ subject expertise matters. Geography 95: 143–148. – reference: GA (Geographical Association) 2018. Geography initial teacher education and teacher supply in England: 2018 update. Sheffield: GA. – reference: Jackson, P. 2006. Thinking geographically. Geography 91: 199–204. – reference: 高野和子 2017．イングランドの教員養成――日本の議論への引き取り方とかかわって．日英教育誌 3: 3–15． – reference: Tapsfield, A. 2016. Teacher education and the supply of geography teachers in England. Geography 101: 105–109. – reference: Robinson, W. 2006. Teacher training in England and Wales: Past, present and future perspectives. Education Research and Perspectives 33(2): 19–36. – reference: Ofsted 2011. Geography: Learning to make a world of difference. London: HMSO. – reference: Brooks, C. 2016. Teacher subject identity in professional practice: Teaching with a professional compass. London: Routledge. – reference: Hirsch, E. D. 2016. Why knowledge matters: Rescuing our children form failed educational theories. Cambridge, Mass: Harvard Education Press. – reference: Firth, R. 2011. Making geography visible as an object of study in the secondary school curriculum. The Curriculum Journal 22: 289–316. – reference: Hellawell, D. E. 1987. Control and responsibility in teacher education and training in England and Wales. European Journal of Teacher Education 10(1): 7–15. – reference: ブルックス クレア 2016．「今現在」のイギリスにおいて地理を教える．新地理 64（1）: 22–28． – reference: ランバート デヴィッド 2017．地理の教室では，誰が何を教えるのか？――力強い学問的知識とカリキュラムの未来．新地理 65（3）: 1–15． – reference: 志村 喬 2018a．学校教育で 「持続可能な社会づくり」を実現する教員養成のありかた――地理教員養成・研修をめぐる国際動向．科学 88: 166–170． – reference: Jones, M. and Lambert, D. 2018. Introduction: The significance of continuing debates. In Debates in geography education, 2nd ed. ed. M. Jones and D. Lambert, 1–14. London: Routledge. – reference: Marsden, B. 1997. On taking the geography out of geographical education: Some historical pointers. Geography 82: 241–252. – reference: Morgan, J. 2017. Persevering with geography. Documents d’Anàlisi Geogràfica 63: 529–544. – reference: 志村 喬 2018b．イギリス教育界における「知識への転回」と教員養成――地理教育を中心に．松田愼也監修『社会科教科内容構成学の探求』212–234．風間書房． – reference: DfE (Department for Education). 2016. A framework of core content for initial teacher training (ITT). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536890/Framework_Report_11_July_2016_Final.pdf (last accessed 18 May 2019) – reference: Lambert, D., Young, M., Roberts, C. and Roberts, M. 2014. Knowledge and the future school: Curriculum and social justice. London: Bloomsbury Academic Press. – reference: Firth, R. 2018. Recontextualising geography as a school subject. In Debates in geography education, 2nd ed. eds. M. Jones and D. Lambert, 275–286. London: Routledge. – reference: GA (Geographical Association) 2015. Geography initial teacher education and teacher supply in England: A national research report by the Geographical Association. Sheffield: GA. – reference: Morgan, J. 2015. Michael Young and the politics of the school curriculum. British Journal of Educational Studies 63: 5–22. – reference: TDA (Training and Development Agency for Schools) 2008. Professional standards for qualified teacher status and requirements for initial teacher education (Revised 2008). London: TDA. – reference: 志村 喬 2006．イングランドにおける中等教育地理教員の養成課程――ロンドン大学IoE中等PGCE養成コースの事例．日本社会科教育学会全国大会発表論文集 2: 116–117． – reference: Biddulph, M., Lambert, D. and Balderstone, D. 2015. Learning to teach geography in the secondary school: A companion to school experience, 3rd ed. London: Routledge. – reference: DfE (Department for Education) 2010. White paper: The importance of teaching. London: HMSO. – reference: Hirsch, E. D. 1988. Cultural Literacy: What every American need to know. New York: Vintage Books. – reference: DfE (Department for Education) 2011. Teachers’ standards. https://www.gov.uk/government/publications/teachers-standards (last accessed 18 May 2019) – reference: House of Commons 2018. Initial teacher training in England: Briefing paper no. 6710. London: House of Commons. – reference: White, A. 2010. What makes psychology and geography grads the most employable? Guardian on-line 18 Nov 2010 (last accessed 20 May 2019) – reference: DfE (Department for Education). 2015. Carter review of initial teacher training. London: HMSO. |
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| Title | イギリスにおける教員養成改革の教科教員養成への影響―地理教員養成の事例 |
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