WNE00201 Human Resource Development for Education

広島大学シラバス

English

年度 2024年度開講部局人間社会科学研究科博士課程前期教育科学専攻国際教育開発プログラム

講義コード WNE00201 科目区分専門的教育科目

授業科目名 Human Resource Development for Education

授業科目名
（フリガナ）キョウイクジンザイカイハツロン

英文授業科目名 Human Resource Development for Education

担当教員名牧　貴愛

担当教員名
(フリガナ) マキ　タカヨシ

開講キャンパス東広島開設期 1年次生   前期   １ターム

曜日・時限・講義室 (1T) 月1-4：国際204号

授業の方法講義授業の方法
【詳細情報】　

・Start date of class: April 8 (Mon)
discussion, student's presentation

単位 2.0 週時間　使用言語 E : 英語

学習の段階 6 : 大学院専門的レベル

学問分野（分野） 21 : 社会人基礎

学問分野（分科） 06 : グローバリゼーション・国際協力

対象学生

授業のキーワード SDG_04, teacher education (teacher educator, pre-service and in-service teacher education, personnel administration, teacher evaluation)

教職専門科目　教科専門科目　

プログラムの中での
この授業科目の位置づけ
（学部生対象科目のみ）
到達度評価
の評価項目
（学部生対象科目のみ）

授業の目標・概要等 This course aims to cultivate students' abilities to understand the fundamental issues, policies and measures concerning human resource development for education and to analyse and discuss the issues in the context of ‘your’ learning and research topic.

Students will be required to make a small presentation on each topic and also to participate actively in discussion on each topic.

授業計画 Session 1&2 (April 8) Course orientation (Self-introduction, syllabus and grading, and presentation schedule)（Maki & Voly）
PartI Introduction
1. Teacher Education Research in the Twenty-First Century
Part II The Supply, Recruitment, and Retention of Teachers
2.The Supply, Recruitment, and Retention of Teachers
Session 3&4 (April 15) Presentation and discussion （Maki & Voly）
4. Rethinking the Complex Determinants of Teacher Shortages
6. Stayers: In the Long Run. A Comparative Study of Retention in Two Swedish Teacher Generations
8. Educational Isolation and the Challenge of “Place” for Securing and Sustaining a Quality Teacher Supply
Part III Pre-service Teacher Education
10. Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working
Session 5&6 (April 22) Presentation and discussion （Maki & Voly）
11. Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
15. Towards Internationally Shared Principles of Quality Teacher Education: Across Finland, Hong Kong, and the United States
17. The Uses and Abuses of “Quality” in Teacher Education Policy Making
Part IV Continuing Professional Development
20. From Benign Neglect to Performative Accountability:
Changing Policy and Practice in Continuing Professional Development for Teachers
Session 7&8 (April 30) Reflection and consultation（Maki & Voly）
Session 9&10 (May 13) Presentation and discussion （Maki & Voly）
23. Regulating and Reifying Teacher Professional Development: Teachers’ Learning under Global Policy Conditions
Part V Teacher Education for Leadership
27. Teacher Leadership in the Classroom
30. Standards for School Leadership and Principalship
Part VI Teacher Identity and Professionalism
33. Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive
Session 11&12 (May 20) Presentation and discussion（Maki & Voly）
36. Pedagogical Change and Professional Courage
Part VII Policy Studies in Teacher Education
40. Policy Problems: Policy Approaches to Teacher Education Research
43. Critiquing Teacher Well-Being Policy in England: Developing a Values-Based Approach to Promote Trainee Teachers’ Well-Being
47. Teacher Education in India: Virtual Capture of the “Public”
Session 13&14 (May 27) Presentation and discussion（Maki & Voly）
Part VIII Comparative Studies in Teacher Education 50. The Need for Comparative Studies in Teacher Education
60. Issues Related to Teacher Preparation in Southern Africa
Part IX Globalization and Teacher Education
67. Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies
72. Globalization and the Impact of ICT on Teachers’ Work and professional status
Session 15 (June 3) Overall summary（Maki & Voly）

An 800–1000-word report reflecting on course content.

教科書・参考書等 Menter, I. (Ed.). (2023). The Palgrave Handbook of Teacher Education Research. Springer Nature.

授業で使用する
メディア・機器等　

【詳細情報】 MS PowerPoint slides and printed materials (reading material and figure and table)

授業で取り入れる
学習手法　

予習・復習への
アドバイス Summarize the points of each class and try to search and research the points about "your" country.

When you have any question, feel free to contact me by e-mail: maki@ hiroshima-u.ac.jp It is also possible to arrange meetings to discuss course issues at my office. Date and time can be arranged by e-mail.

履修上の注意
受講条件等

成績評価の基準等 Grade for this class will be given based on following two requirements:
1) An 800–1000-word report reflecting on course content. (70 percent).
2) Degree of active participation in weekly presentation and classroom discussion. (30 percent)

実務経験

実務経験の概要と
それに基づく授業内容

メッセージ

その他

すべての授業科目において，授業改善アンケートを実施していますので，回答に協力してください。
回答に対しては教員からコメントを入力しており，今後の改善につなげていきます。

年度	2024年度	開講部局	人間社会科学研究科博士課程前期教育科学専攻国際教育開発プログラム
講義コード	WNE00201	科目区分	専門的教育科目
授業科目名	Human Resource Development for Education
授業科目名（フリガナ）	キョウイクジンザイカイハツロン
英文授業科目名	Human Resource Development for Education
担当教員名	牧　貴愛
担当教員名 (フリガナ)	マキ　タカヨシ
開講キャンパス	東広島	開設期	1年次生前期１ターム
曜日・時限・講義室	(1T) 月1-4：国際204号
授業の方法	講義	授業の方法【詳細情報】
・Start date of class: April 8 (Mon) discussion, student's presentation
単位	2.0	週時間		使用言語	E : 英語
学習の段階	6 : 大学院専門的レベル
学問分野（分野）	21 : 社会人基礎
学問分野（分科）	06 : グローバリゼーション・国際協力
対象学生
授業のキーワード	SDG_04, teacher education (teacher educator, pre-service and in-service teacher education, personnel administration, teacher evaluation)
教職専門科目		教科専門科目
プログラムの中でのこの授業科目の位置づけ（学部生対象科目のみ）
到達度評価の評価項目（学部生対象科目のみ）
授業の目標・概要等	This course aims to cultivate students' abilities to understand the fundamental issues, policies and measures concerning human resource development for education and to analyse and discuss the issues in the context of ‘your’ learning and research topic. Students will be required to make a small presentation on each topic and also to participate actively in discussion on each topic.
授業計画	Session 1&2 (April 8) Course orientation (Self-introduction, syllabus and grading, and presentation schedule)（Maki & Voly） PartI Introduction 1. Teacher Education Research in the Twenty-First Century Part II The Supply, Recruitment, and Retention of Teachers 2.The Supply, Recruitment, and Retention of Teachers Session 3&4 (April 15) Presentation and discussion （Maki & Voly） 4. Rethinking the Complex Determinants of Teacher Shortages 6. Stayers: In the Long Run. A Comparative Study of Retention in Two Swedish Teacher Generations 8. Educational Isolation and the Challenge of “Place” for Securing and Sustaining a Quality Teacher Supply Part III Pre-service Teacher Education 10. Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working Session 5&6 (April 22) Presentation and discussion （Maki & Voly） 11. Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers 15. Towards Internationally Shared Principles of Quality Teacher Education: Across Finland, Hong Kong, and the United States 17. The Uses and Abuses of “Quality” in Teacher Education Policy Making Part IV Continuing Professional Development 20. From Benign Neglect to Performative Accountability: Changing Policy and Practice in Continuing Professional Development for Teachers Session 7&8 (April 30) Reflection and consultation（Maki & Voly） Session 9&10 (May 13) Presentation and discussion （Maki & Voly） 23. Regulating and Reifying Teacher Professional Development: Teachers’ Learning under Global Policy Conditions Part V Teacher Education for Leadership 27. Teacher Leadership in the Classroom 30. Standards for School Leadership and Principalship Part VI Teacher Identity and Professionalism 33. Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive Session 11&12 (May 20) Presentation and discussion（Maki & Voly） 36. Pedagogical Change and Professional Courage Part VII Policy Studies in Teacher Education 40. Policy Problems: Policy Approaches to Teacher Education Research 43. Critiquing Teacher Well-Being Policy in England: Developing a Values-Based Approach to Promote Trainee Teachers’ Well-Being 47. Teacher Education in India: Virtual Capture of the “Public” Session 13&14 (May 27) Presentation and discussion（Maki & Voly） Part VIII Comparative Studies in Teacher Education 50. The Need for Comparative Studies in Teacher Education 60. Issues Related to Teacher Preparation in Southern Africa Part IX Globalization and Teacher Education 67. Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies 72. Globalization and the Impact of ICT on Teachers’ Work and professional status Session 15 (June 3) Overall summary（Maki & Voly） An 800–1000-word report reflecting on course content.
教科書・参考書等	Menter, I. (Ed.). (2023). The Palgrave Handbook of Teacher Education Research. Springer Nature.
授業で使用するメディア・機器等
【詳細情報】	MS PowerPoint slides and printed materials (reading material and figure and table)
授業で取り入れる学習手法
予習・復習へのアドバイス	Summarize the points of each class and try to search and research the points about "your" country. When you have any question, feel free to contact me by e-mail: maki@ hiroshima-u.ac.jp It is also possible to arrange meetings to discuss course issues at my office. Date and time can be arranged by e-mail.
履修上の注意受講条件等
成績評価の基準等	Grade for this class will be given based on following two requirements: 1) An 800–1000-word report reflecting on course content. (70 percent). 2) Degree of active participation in weekly presentation and classroom discussion. (30 percent)
実務経験
実務経験の概要とそれに基づく授業内容
メッセージ
その他
すべての授業科目において，授業改善アンケートを実施していますので，回答に協力してください。回答に対しては教員からコメントを入力しており，今後の改善につなげていきます。

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