Investigating the Transformative Power of a Collaborative and Reflective Teacher Development Program : The Case in High School English Education in Japan

• 資料種別: 博士論文
• タイトル: Investigating the Transformative Power of a Collaborative and Reflective Teacher Development Program : The Case in High School English Education in Japan
• 著者・編者: Abe, Masaya
• 著者標目: Abe, Masaya
• 出版年月日等: 2021-03-23
• 出版年（W3CDTF）: 2021-03-23
• 並列タイトル等: 教師の変容を促す協働的でリフレクティブな教員研修プログラムに関する研究 : 日本の高等学校英語科における事例
• 授与機関名: 新潟大学
• 授与年月日: 2021-03-23
• 授与年月日（W3CDTF）: 2021-03-23
• 報告番号: 甲第4893号
• 学位: 博士（教育学）
• 博論授与番号: 甲第4893号
• 本文の言語コード: eng
• 著者別名: 阿部, 雅也
• 件名標目: Teacher development; Collaboration; Transformation; Reflection; Foreign language education
• 対象利用者: 一般
• 一般注記: In recent years, the developmental aspect of personal professional growth in team dynamics have been increasingly emphasized in teacher education. Exploring teachers' learning processes is significant in improving professional skills because reflection and a heightened consciousness of teaching beliefs impact classroom practices. Improved teacher skills correlate to improved student learning and thus have educational implications. The research presented here uses the collaborative and reflective nature of teacher development (TD) to investigate teacher learning by focusing on how collaborative reflection promotes transformational beliefs and practices at schools. This dissertation uses a unique collaborative TD program to describe in-service EFL teachers' learning processes. Data from participants in the TD program reveal how it developed their skill sets by transforming their beliefs and practices at schools. Chapter 1 details the foundation of my dissertation and outlines the structure of my argument. The first section presents a background of the research project. The second section states the aims of this dissertation project by detailing the issue I identified from my experience as a teaching consultant at a Prefectural Education Center. These aims are followed by an introduction to the TD program in this study and a roadmap of the following chapters. Chapter 2 reviews relevant literature to this dissertation project focusing on how teacher learning leads to transforming teacher beliefs and practices. It first discusses some theoretical and empirical conceptualizations that I drew on to conduct this study with an overview through a sociocultural lens of how teacher learning has been treated in TD. After a discussion on significant differences between TD and TE, I explore how reflection leads to teacher autonomy. I use empirical studies to discuss how collaborative peer reflection in TD positively influences teacher motivation, autonomous learning and professional expertise. The final core topic explored in the literature review is on how the relationship between teacher knowledge, cognition, beliefs, and sociocultural issues relate to leadership and curriculum management in schools. This chapter ends with a chapter summary that includes a rationale and aims for the following studies. Chapter 3 presents and details the four studies that describe: the transformation process of an individual novice teacher through an analysis of her teaching journal (Abe & Kato, 2019), the beliefs of teachers and students about language learning and teaching (Abe, 2020a), the distinct features of the collaborative TD program and the level of difficulty in utilizing their learning to school practice (Abe, 2020b), and the effect of the TD program on teachers' transformation of beliefs, practices, and collaboration at schools (Abe, 2020c). Chapter 4 discusses the four studies from chapter 3 and how their findings led to developing a collaborative TD model. The integrity of the studies deserves rigorous evaluation, and this chapter starts here. Then, by comparing these four studies with the literature review on teacher autonomy, relationships between reflection, motivation and transformation, this chapter proposes how these concepts can be connected to design effective TD programs. Other factors such as teacher knowledge, cognition, the influence of pedagogical beliefs, and sociocultural issues are also discussed in how they specifically relate to teacher leadership and curriculum management in schools. To link the studies with effective TD programs. I discuss the phases that relate to team collaboration, namely, the relationship with the transformation model (proposed in study 1) and the three dynamics (proposed in study 4). Put simply, three triggers of collaboration (dissonance, prioritization of students, and collaborative initiatives) findings stemming from the studies are closely involved with each other. Finally, the three perspective shifts are explained in detail, as they are incorporated into the TD program titled the “Co-creative Transformation Model Through Interrelational Contextualization.” Chapter 5 focuses on the proposed model, discussing proposals for its utilization and pedagogical implications. Examples of how to incorporate the model into TD programs are provided. I finish with a summary of this dissertation and suggestions for future research.; 新大院博(教)第27号
• 国立国会図書館永続的識別子: info:ndljp/pid/12071183; https://dl.ndl.go.jp/pid/12071183
• コレクション（共通）: 障害者向け資料
• コレクション（障害者向け資料：レベル1）: テキストデータ
• コレクション（個別）: 国立国会図書館デジタルコレクション > デジタル化資料 > 博士論文; https://dl.ndl.go.jp/collections/A00014
• 収集根拠: 博士論文（自動収集）
• 受理日（W3CDTF）: 2022-02-06T04:33:19+09:00
• 記録形式（IMT）: application/pdf
• オンライン閲覧公開範囲: 国立国会図書館内限定公開
• デジタル化資料送信: 図書館・個人送信対象外
• 遠隔複写可否（NDL）: 可
• 掲載誌（URI）: http://hdl.handle.net/10191/0002000217; https://niigata-u.repo.nii.ac.jp/records/2000217
• 連携機関・データベース: 国立国会図書館 : 国立国会図書館デジタルコレクション; https://dl.ndl.go.jp