The Japan Foundation Repository / 国際交流基金リポジトリ
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Supporting autonomous learning in online training : Practice in Preparatory Japanese-Language Training in Indonesia under Economic Partnership Agreements
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The Significant Role of Local Lecturers in Supporting Selflearning in Online Training : Observations from the 14th Preparatory Japanese-Language Training Under the Economic Partnership Agreement in the Philippines
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Development Of Self-Study Course For Teachers Of How To Teach Japanese Language At Secondary Education : Project Of Creating An “Minato” Original Course For Teachers In Indonesia
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The Issues of Japanese Grammar Lessons Faced by Japanese-Language Teachers Living Overseas
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Teacher training in Japan with emphasis on autonomy and collaboration : Curriculum Design of Training Program for Secondary Japanese Language Teachers in the Republic of Korea
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Interpretations of Learning and Its Context Done After a Teacher Training Program : A Discussion Based on an Analysis of Interviews with Participants of the Online Training for Chinese Secondary School Teachers of Japanese
Get PDF近年、中国の中等日本語教育では「核心素養」と呼ばれる資質・能力の育成が重視されている。2020年度に中国の中等日本語教育の教師を対象とし、「核心素養」を中心テーマとしたオンライン研修を実施した。その5か月後にそこでの経験を参加者がどのように意味づけ、どのような学びがあったと解釈しているのかを明らかにするためにインタビュー調査を行った。その結果、研修参加者の語った学びには共通するものがみられたが、そこに至る経路は異なっており、時間とともに研修での経験の評価も変化することが示唆された。研修の経験や学びの評価は研修終了後に完結するものではなく、その後も参加者の他の経験や個別の状況などと結び付けられながら解釈し続けられるものである。研修の企画にあたってはその視点も重要である。In recent years, there has been a significant emphasis on the development of students’ “Key Competencies (Hexinsuyang in Mandarin Chinese)” in secondary education in China, and in 2020, the online training program centered on “Key Competencies” was conducted for Chinese secondary school teachers of Japanese. Five months later of the training program, an interview survey was conducted to find out how participants valued and interpreted their experiences and learnings getting through the training program. The results of qualitative analysis of the interview suggest that, although there are similarities in what participants said they learned, the pathways they took to obtain them were varied, and that their evaluations of the experiences of the training changed over time. The evaluation of the training experience and learning does not complete after the end of the training, but continues to be interpreted and valued in connection with each participant’s further experiences and individual circumstances. This perspective is also important in the planning of the teacher training program.departmental bulletin pape