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New Strategy and Teacher Training toward 21 st century

NIS International Conference, December 4, 2012. New Strategy and Teacher Training toward 21 st century. Hiroyuki Kuno, PhD Aichi University of Education, Japan Kuno-hiroyuki@helen.ocn.ne.jp. １． Objective (Summary).

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New Strategy and Teacher Training toward 21 st century

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  1. NIS International Conference, December 4, 2012 New Strategy and Teacher Training toward 21stcentury Hiroyuki Kuno, PhDAichi University of Education, Japan Kuno-hiroyuki@helen.ocn.ne.jp

  2. １．Objective(Summary) • This presentation describes current Japanese Teacher Training vision from two different perspectives. • On the first topic: the presenter focuses on the latest national Teacher Training strategy that is proposed by “National Central Council for Education” in August 2012 (new Challenges) • On the second topic: “Lesson Study” that is bottom-up approach of nationwide spread traditional Japanese School In-service training (Traditions) • These two different perspectives: national- and bottom-up approach make clear new strategy and its implementation process of Japanese Teacher training and education in the 21stcentury

  3. 2. Framework • National Approach: Report for Teacher’s Professional Development by “National Central Council for Education” in August 2012 (Strategy & Challenges) Prefecture Dialogue MOE/National Institute of Ed. Municipal /city School • Bottom-up Approach: “Lesson Study" nationwide spread traditional School Based In-service training (Implementation & Tradition)

  4. 3. Background (Challenges) School Life New Learning Tool & Methods Social Change Global Competition Problem Solving Learning, ICT Facilities & Skills, Communication Skills, Social Skills PISA Research, Key Competences, Global challenges, English Communication Skill Special needs Education, Disaster Prevention, School Bullying & Suicide etc. Redesigning & Raising Quality of Teachers’ Professional Development

  5. 4. Initiative from National Institutions(top-down Approach)

  6. 4. National Initiative (top down) • National Report: “Comprehensive Strategies for Raising Teachers’ Capacities with Perspective of Teachers Whole Life” • Reported by “National Central Council of Education” • Referring to Council:June 2010 • Report from Council: August 2012

  7. 4.1 Teachers’ capacities in 21st Century • (i) ProfessionalFundamental abilities:Responsibilities, Inquiring mind, self-learning • (ii) High Qualified knowledge & skills on: • Subject/Contents • Lesson designing/pedagogical skills • c) Classroom & School • Management • (iii) Comprehensive Human nature:- Rich humanity • - Social communication, • -Collaboration with • colleagues & society

  8. 4.2 Three Keywords for redesigning of Teachers’ Development • Keyword 1: Individual/Team/Management • Keyword 2: Teachers Life Course • Keyword 3: Collaboration with Stakeholders

  9. 4.2.1 Keyword 1: Individual/Team/Management Team Individual • - Communication with others • - Collegiality among teachers (help each other, share experience) • Find new idea through discussion • Establishing Mutual LearningCulture • (i) Professional Fundamental abilities • (ii) High Qualified knowledge & skills • (iii) Comprehensive Human nature • Wider concerning & deep professional Management • Establishing Vision & Mission of School • Ensure opportunity of teachers professional development • Leadership for Lesson Study at school for all teachers • To develop & manage Teachers/School Recourses

  10. 4.2.2 Keyword 2: Teachers’ “Life Course” Basic skills for Lesson & classroom Development Teacher Education in university Teacher Recruitment Age 22-30 Training for new teacher (Initial training) Degree Programme “Master of Education” at University High Quality Lesson & Classroom Development Training for middle/skilled Teacher Training for SchoolManagement High Quality School Management Age 30-45 Age 45- 60

  11. 4.2.3 Keyword 3: Collaboration with Stakeholders MOE Local Board of Education University NPO Local Citizens Teacher Training Center Teachers Professional Development School based In-service Training “Lesson Study”

  12. ５．School-based Teacher Training (bottom-up Approach)

  13. 5.1 Lesson Study: traditional bottom-up Teacher Training <What is LESSON STUDY?> • Lesson improvement activity originated in 19th century in Japan, and now spread nationwide • Skills for teaching : to raise lesson quality • Skills for lesson development: implementation of new curriculum • since 2000’s spread in the world: Japan  US Asian countries +Europe(UK, Sweden) • WALS: World Association of Lesson Studies • worldwide teachers network for lesson improvement

  14. 5.2 “Lesson Study Cycle” = <PDCA> cycle for Lesson & Teachers Professional Development <Plan> - Lesson Plan - Pre-check Lesson Plan <Action> - continual Lesson improvement <Do> - Research Lesson <Check> - Post-Lesson conference

  15. 5.3 Procedure of Lesson Study • Plan: to plan the Lesson collaboratively<Lesson Plan-format> • Do: to observeResearch Lesson together with colleagues • Check: to discuss at Post Lesson Conference in that all/group teachers give their comments (findings) and to reflect the Research Lesson • Action: to implement their findings in each class and to improve their own lesson

  16. 5.4 Example: Research Lesson of Mathematics in Elementary school • Aim of the Research Lesson: - creating mutual communication & mutual support atmosphere required National Curriculum: oralcommunication, reflective thinking, mutual learning culture • Mathematical topic: “multiplication of 2-digits by 2-digits” • Grade: Elementary 3rd Grade

  17. 1) Introduction of the lesson: Show the today’s topic “multiplication of 2-digits by 2-digits”

  18. 2) Solving problems (12X23) individually and find many ways of solution (multiple thinking)

  19. 3) After individual Solving, students move to find someone who had different solution and exchange their ideas (free discussion & mutual support)

  20. 4) Teacher invites some student who has different types of solution, to write their solution on chalkboard in order to compare them.

  21. 5) Teacher calls all of student to discuss and find difference among students’ solutions those answers are correct but different ways of culculation(to understand different way of solutions by classmates)

  22. 5.5 Photos from Research Lesson in the world Research Lesson In Malaysia Research Lesson In Indonesia Research Lesson In Japan

  23. 5.6 Futures of Lesson Study • self-initiative by school for Lesson improvement • small step improvement (not following academic theory) • whole school/subject groups participation • setting aims according to daily needs of school • qualitative assessment (not evaluation test, nor teacher evaluation) • establish a culture and mind of teachers’ collaborative learning Bottom-up Approach for Lesson improvement

  24. NIS International Conference New Strategy and Teacher Training toward 21stcentury Hiroyuki Kuno, PhDAichi University of Education, Japan kuno-hiroyuki@helen.ocn.ne.jp Thank you for your Attention!

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