WNE00201 教育人材開発論

広島大学シラバス

English

年度 2026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

授業科目名教育人材開発論

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,万　奕

担当教員名
(フリガナ) マキ　タカヨシ,マン　ヤク

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5-8：国際204号

授業の方法講義授業の方法
【詳細情報】対面

・Start date of class: April 13 (Mon)
discussion, student's presentation

単位 2.0 週時間 4 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 13) Course orientation (Self-introduction, syllabus and grading, and presentation schedule)（Maki, Wan & QTA）
1. Ruraling Education Research *By QTA
Session 3&4 (April 20) Presentation and discussion （Maki, Wan & QTA）
2. Framing Rural and Remote: Key Issues, Debates, Definitions, and Positions in Constructing Rural and Remote Disadvantage
3. Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services
4. Exploring the Interplay of the ‘Rural’ and ‘Community’ in and for Teacher Education Research
Session 5&6 (April 27) Presentation and discussion （Maki, Wan & QTA）
5. The Rural Community Walk: A Structured Learning Experience for Understanding Place
6. Using Rural Frameworks and Research to Develop Understandings of Educational Justice and Equity Across Socio-Spatial Settings
7. Charter Schools and the Reconfiguring of the Rural School-Community Connection
Session 7&8 (May 11) Presentation and discussion（Maki, Wan & QTA）
8. Erasing Rurality: On the Need to Disaggregate Statistical Data
9. Pathways, Principals, and Place
10. Can Boarding Be Better? Ethical Dilemmas for Policy-Makers, Education Providers and Evidence-Makers
Session 9&10 (May 18) Presentation and discussion（Maki, Wan & QTA）
11. Using Rural Education Research to Rethink Literacies Pedagogies
12. How Can Rural Education Research Make Inclusive Education Better?
13. Linguistic Landscape Methodologies in Rural Education and Educational Research
Session 11&12 (May 25) Presentation and discussion（Maki, Wan & QTA）
14. Dancing Koalas, Burning Books, and “Fair Game”: Using Butler’s Concept of Performativity to Examine Rural Gender Performances
15. Harnessing Social Capital in Rural Education Research to Promote Aspiration and Participation in Learning
16. The Invisible Cohort: Remote Students’ Engagement and Success in Higher Education
Session 13&14 (June 1) Presentation and discussion（Maki, Wan & QTA）
17. The Politics of Ethics in Rural Social Research: A Cautionary Tale
18. Valuing the Rural: Using an Ethical Lens to Explore the Impact of Defining, Doing and Disseminating Rural Education Research
19. People, Places, and Communities in an Urban Century: Broadening Rural Education Research
Session 15 (June 8) Overall summary（Maki, Wan & QTA）

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

教科書・参考書等 Roberts, P., & Fuqua, M. (Eds.). (2021). Ruraling Education Research: Connections Between Rurality and the Disciplines of Educational Research. Springer Nature.

授業で使用する
メディア・機器等テキスト

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

授業で取り入れる
学習手法ディスカッション

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	2026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	教育人材開発論
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,万　奕
担当教員名 (フリガナ)	マキ　タカヨシ,マン　ヤク
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5-8：国際204号
授業の方法	講義	授業の方法【詳細情報】	対面
・Start date of class: April 13 (Mon) discussion, student's presentation
単位	2.0	週時間	4	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 13) Course orientation (Self-introduction, syllabus and grading, and presentation schedule)（Maki, Wan & QTA） 1. Ruraling Education Research *By QTA Session 3&4 (April 20) Presentation and discussion （Maki, Wan & QTA） 2. Framing Rural and Remote: Key Issues, Debates, Definitions, and Positions in Constructing Rural and Remote Disadvantage 3. Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services 4. Exploring the Interplay of the ‘Rural’ and ‘Community’ in and for Teacher Education Research Session 5&6 (April 27) Presentation and discussion （Maki, Wan & QTA） 5. The Rural Community Walk: A Structured Learning Experience for Understanding Place 6. Using Rural Frameworks and Research to Develop Understandings of Educational Justice and Equity Across Socio-Spatial Settings 7. Charter Schools and the Reconfiguring of the Rural School-Community Connection Session 7&8 (May 11) Presentation and discussion（Maki, Wan & QTA） 8. Erasing Rurality: On the Need to Disaggregate Statistical Data 9. Pathways, Principals, and Place 10. Can Boarding Be Better? Ethical Dilemmas for Policy-Makers, Education Providers and Evidence-Makers Session 9&10 (May 18) Presentation and discussion（Maki, Wan & QTA） 11. Using Rural Education Research to Rethink Literacies Pedagogies 12. How Can Rural Education Research Make Inclusive Education Better? 13. Linguistic Landscape Methodologies in Rural Education and Educational Research Session 11&12 (May 25) Presentation and discussion（Maki, Wan & QTA） 14. Dancing Koalas, Burning Books, and “Fair Game”: Using Butler’s Concept of Performativity to Examine Rural Gender Performances 15. Harnessing Social Capital in Rural Education Research to Promote Aspiration and Participation in Learning 16. The Invisible Cohort: Remote Students’ Engagement and Success in Higher Education Session 13&14 (June 1) Presentation and discussion（Maki, Wan & QTA） 17. The Politics of Ethics in Rural Social Research: A Cautionary Tale 18. Valuing the Rural: Using an Ethical Lens to Explore the Impact of Defining, Doing and Disseminating Rural Education Research 19. People, Places, and Communities in an Urban Century: Broadening Rural Education Research Session 15 (June 8) Overall summary（Maki, Wan & QTA） An 800–1000-word report reflecting on course content.
教科書・参考書等	Roberts, P., & Fuqua, M. (Eds.). (2021). Ruraling Education Research: Connections Between Rurality and the Disciplines of Educational Research. Springer Nature.
授業で使用するメディア・機器等	テキスト
【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	ディスカッション
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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