WNB68500 Basic Study in Curriculum Design of Teaching Course and In-service Teachers' Training

Hiroshima University Syllabus

Japanese

Academic Year 2024Year School/Graduate School Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program

Lecture Code WNB68500 Subject Classification Specialized Education

Subject Name 教職課程・現職研修カリキュラムデザイン基礎研究

Subject Name
（Katakana）　

Subject Name in
English Basic Study in Curriculum Design of Teaching Course and In-service Teachers' Training

Instructor KUSAHARA KAZUHIRO

Instructor
(Katakana) クサハラ　カズヒロ

Campus Higashi-Hiroshima Semester/Term 1st-Year, First Semester, 1Term

Days, Periods, and Classrooms (1T) Fri1-4：EDU A414

Lesson Style Seminar Lesson Style
(More Details) 　

Discussion, presentation

Credits 2.0 Class Hours/Week 　 Language of Instruction J : Japanese

Course Level 5 : Graduate Basic

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 08 : Curriculum and Instruction Sciences

Eligible Students

Keywords

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline (1) Understand the issues and issues surrounding the professional development of teachers, as well as the ideas and principles underlying them.
(2) Investigate the growth process and issues of university students studying in the curriculum of the teaching profession course, and discuss measures to support problem solving.
(3) Investigate the growth process and issues of teachers who study in the in-service training curriculum, and discuss measures to support professional development.

Class Schedule 1 : What is the specialty of the teacher and the leadership of the subject?
2：Issue 1-school based teacher education, university based teacher education
3：Issue 2-Teacher education to nurture technical experts and nurture reflective practitioners
4：Issue 3-Teachers incorporated into apprenticeship by observation, teachers able to make independent decisions
5：Case Study 1-How University Students Can Improve Subject Views and Leadership
6：Case Study 2-How do in-service teachers improve their view of subjects and leadership?
7：Case Study 3-What are the theoretical and practical issues of in-service training and in-service training?
8：Seminar 1 -Knolls's Theory of Adult Learning, Kolb's Theory of Experiential Learning
9：Seminar 2 -Korthagen's ALACT model and onion model
10：Seminar 3-Levin's action research, Rock Run self-study
11：Seminar 4-shulman's PCK, Howry Crow's Rationale Development Theory
12：Design 1-personal practical theory established by students in the teaching profession course
13：Design 2-Curriculum design of the teaching profession that supports the reconstruction of personal research theory
14：Design 3-Washed out phenomenon that in-service teachers are likely to fall into
15：Design 4-Curriculum design for in-service training to support recovery from the washed out phenomenon

Text/Reference
Books,etc. (1) The Teacher Education Research Handbook, edited by the Japan Society for Teacher Education, Gakubunsha
(2) F /Korthagen, Teacher Education: A Realistic Approach Connecting Theory and Practice, Gakubunsha

PC or AV used in
Class,etc. 　

(More Details) Seminar

Learning techniques to be incorporated 　

Suggestions on
Preparation and
Review Read the assignment documents and books in advance.

Requirements

Grading Method (1) A total of five essays must be prepared. Essays will be evaluated from the following perspectives and ratios.
・ Accuracy of comprehension of dissertation and concept ... 50%
・ Validity of observation records and reading of literature ... 30%
・ Effectiveness of criticism, alternatives, and suggestions: 20%
(2) If the submitted essay is judged to be B or higher among all three levels of ABC, it will be judged as passing.
(3) Due to the nature of the class, if you miss more than one-third of the class, no credit will be accepted except for special circumstances.

Practical Experience Experienced

Summary of Practical Experience and Class Contents based on it The course will be taught by a faculty member with high school teaching experience.

Message

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2024Year	School/Graduate School	Graduate School of Humanities and Social Sciences (Master's Course) Division of Educational Sciences Educational Design for Teacher Educators Program
Lecture Code	WNB68500	Subject Classification	Specialized Education
Subject Name	教職課程・現職研修カリキュラムデザイン基礎研究
Subject Name （Katakana）
Subject Name in English	Basic Study in Curriculum Design of Teaching Course and In-service Teachers' Training
Instructor	KUSAHARA KAZUHIRO
Instructor (Katakana)	クサハラ　カズヒロ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, 1Term
Days, Periods, and Classrooms	(1T) Fri1-4：EDU A414
Lesson Style	Seminar	Lesson Style (More Details)
Discussion, presentation
Credits	2.0	Class Hours/Week		Language of Instruction	J : Japanese
Course Level	5 : Graduate Basic
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	08 : Curriculum and Instruction Sciences
Eligible Students
Keywords
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	(1) Understand the issues and issues surrounding the professional development of teachers, as well as the ideas and principles underlying them. (2) Investigate the growth process and issues of university students studying in the curriculum of the teaching profession course, and discuss measures to support problem solving. (3) Investigate the growth process and issues of teachers who study in the in-service training curriculum, and discuss measures to support professional development.
Class Schedule	1 : What is the specialty of the teacher and the leadership of the subject? 2：Issue 1-school based teacher education, university based teacher education 3：Issue 2-Teacher education to nurture technical experts and nurture reflective practitioners 4：Issue 3-Teachers incorporated into apprenticeship by observation, teachers able to make independent decisions 5：Case Study 1-How University Students Can Improve Subject Views and Leadership 6：Case Study 2-How do in-service teachers improve their view of subjects and leadership? 7：Case Study 3-What are the theoretical and practical issues of in-service training and in-service training? 8：Seminar 1 -Knolls's Theory of Adult Learning, Kolb's Theory of Experiential Learning 9：Seminar 2 -Korthagen's ALACT model and onion model 10：Seminar 3-Levin's action research, Rock Run self-study 11：Seminar 4-shulman's PCK, Howry Crow's Rationale Development Theory 12：Design 1-personal practical theory established by students in the teaching profession course 13：Design 2-Curriculum design of the teaching profession that supports the reconstruction of personal research theory 14：Design 3-Washed out phenomenon that in-service teachers are likely to fall into 15：Design 4-Curriculum design for in-service training to support recovery from the washed out phenomenon
Text/Reference Books,etc.	(1) The Teacher Education Research Handbook, edited by the Japan Society for Teacher Education, Gakubunsha (2) F /Korthagen, Teacher Education: A Realistic Approach Connecting Theory and Practice, Gakubunsha
PC or AV used in Class,etc.
(More Details)	Seminar
Learning techniques to be incorporated
Suggestions on Preparation and Review	Read the assignment documents and books in advance.
Requirements
Grading Method	(1) A total of five essays must be prepared. Essays will be evaluated from the following perspectives and ratios. ・ Accuracy of comprehension of dissertation and concept ... 50% ・ Validity of observation records and reading of literature ... 30% ・ Effectiveness of criticism, alternatives, and suggestions: 20% (2) If the submitted essay is judged to be B or higher among all three levels of ABC, it will be judged as passing. (3) Due to the nature of the class, if you miss more than one-third of the class, no credit will be accepted except for special circumstances.
Practical Experience	Experienced
Summary of Practical Experience and Class Contents based on it	The course will be taught by a faculty member with high school teaching experience.
Message
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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