The Japan Foundation Repository / 国際交流基金リポジトリ
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Transformative Learning of Indonesian High School Japanese-Language Teachers : A Case Study of Online Flipped Learning Using “HIROGARU”
Get PDF近年インドネシアの中等教育においては、２１世紀型スキル等のコンピテンシーを高める教育が重要視されているが、知識伝達型の教育を受けてきた教師にとって、それらを教育実践に取り入れていくことは容易ではない。そこで高校で日本語を教えるインドネシア人教師を対象に、教師ら自身が２１世紀型スキルを取り入れた学びを経験してみた上で、教室での実践を考えるという７週間のオンラインコースを実施した。本実践研究においては、実践の概要と成果を報告するとともに、教師の学びを変容的学習理論の枠組みから捉え、インドネシア人高校日本語教師らが２１世紀型スキルを取り入れた学習を経験することで、学びに対する考え方をどのように変容させていくのかというプロセスを、コース実施後の参加者への半構造化インタビューから明らかにする。This is an exploratory study that focuses on Indonesian language teachers’ transformation through participation in an online flipped learning course using “HIROGARU”. There has been a recognition of the importance of developing students’ 21st century skills in Indonesia since the 2013 curriculum was implemented. However, at a practical level, development of 21st century skills at schools is far from effective application. Therefore, I have designed an online course for Japanese-language teachers to learn about 21st century skills. Informed by transformative learning theory, this study explores the process in which Indonesian Japanese-language teachers develop their understanding of the new educational concepts through participation in the online course, transform their ‘frame of reference’ toward learning and teaching, and apply their learning into their teaching context.departmental bulletin pape
Training Program for Teachers of Japanese-Language to Design Online Courses in Central America : From the Cases of Nicaragua and El Salvador
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Teaching Methodology Class for Non-Native Language Teachers with Emphasis on Collaborative Learning: A Practical Report on a Training Program for Younger Japanese Language Teachers Held in Japan
Get PDF若手の非母語話者教師の約半年間の訪日研修において、協働による学び合いを重視した教授法授業を行った。授業では、協働で課題にあたったり、お互いに助言し合ったりする機会を通じて、学び合うことの意義を一人一人が考えることを重視した。最終レポートの記述を分析した結果、研修参加者はさまざまな理由から戸惑いを感じる一方で、視野の広がりや、他者との関係性の深化などの、協働学習に対する気づきを得ていく様子が観察された。また、帰国後の実践への協働学習の導入や、研修成果の実践への意欲だけでなく、よりよい社会のためにも必要だという気づきを述べる研修参加者もあり、協働学習を通じて大きな展望を描くきっかけになっていることも分かった。This paper aims to report on teaching methodology class for young non-native Japanese language teachers held in six-month training program in Japan which emphasized to learn from each other through collaborative learning. The class emphasized that each participant reflected on the significance of learning through the opportunities to collaborate on tasks and to advise each other. An analysis of the final reports written by the participants showed that, while they felt some confusion for a variety of reasons, they also realized the benefits of collaborative learning, such as a broadening of their perspectives and a deepening of their relationships with others. Some of the participants also expressed not only the adoption of collaborative learning into their practice after returning to their countries, and the willingness to apply the learning outcomes, but also the realization that it is necessary for a better society. These findings showed that the collaborative learning provided an opportunity for greater perspective to the participants.departmental bulletin pape
Production of Kanji Media-Learning Materials for Thai Upper Secondary Education
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An Approach Taking Autonomous and Collaborative Learning in Japanese Teaching Practice : From 1st Batch of Training Course for Japanese Language Teachers in Myanmar
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A Report of Online Training Course for Japanese Language Teachers : Synchronous Course for Native Japanese Language Teachers in Spain and Portugal
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Implementation Report on Support Courses for Online Teaching of Japanese Language
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