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Governance and Expertise in the Teaching Profession : An Analysis of Contemporary Japanese Educational Reforms
http://hdl.handle.net/2241/00157054
http://hdl.handle.net/2241/0015705463111803-f082-43bc-a14e-56f9d0cd1832
名前 / ファイル | ライセンス | アクション |
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ERE_2(2)_166 (448.7 kB)
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Item type | Journal Article(1) | |||||
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公開日 | 2019-07-02 | |||||
タイトル | ||||||
タイトル | Governance and Expertise in the Teaching Profession : An Analysis of Contemporary Japanese Educational Reforms | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
主題 | Autonomy | |||||
キーワード | ||||||
主題 | Japanese education reform | |||||
キーワード | ||||||
主題 | shared governance | |||||
キーワード | ||||||
主題 | teaching profession | |||||
キーワード | ||||||
主題 | governance | |||||
キーワード | ||||||
主題 | Japan | |||||
キーワード | ||||||
主題 | Autonomy | |||||
キーワード | ||||||
主題 | Japanese education reform | |||||
キーワード | ||||||
主題 | shared governance | |||||
キーワード | ||||||
主題 | teaching profession | |||||
キーワード | ||||||
主題 | governance | |||||
キーワード | ||||||
主題 | Japan | |||||
資源タイプ | ||||||
資源 | http://purl.org/coar/resource_type/c_6501 | |||||
タイプ | journal article | |||||
著者 |
浜田, 博文
× 浜田, 博文 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | Purpose: This article examines the Japanese teaching profession’s position on current school governance reforms in Japan and the difficulties teachers are facing as the reforms progress. Design/Approach/Methods: This article describes how a policy for developing teacher quality standards tends to suppress teacher independence while increasing the heteronomy of the teaching profession. The article discusses how Japan can meet its goal of ensuring “expertise in the teaching profession” by referring to the relationship between “professionalism” and “publicness” in the theories of occupational sociology. Findings: Expertise in the teaching profession is based on a mixture of academic and practical knowledge. The term“educational professionals” should be interpreted to include both “researchers” and “practitioners.” A sustainable governance mechanism for the Japanese teaching profession should be built on a four-way relationship among researchers, practitioners, citizens, and government administrators. Originality/Value: This study provides a critical review of a broad-reaching educational policy and proposes a new approach for restructuring the governance of the Japanese teaching profession. |
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書誌情報 |
ECNU Review of Education 巻 2, 号 2, p. 166-177, 発行日 2019-06 |
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ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 2632-1742 | |||||
DOI | ||||||
識別子タイプ | DOI | |||||
関連識別子 | 10.1177/2096531119853085 | |||||
権利 | ||||||
権利情報 | © The Author(s) 2019 | |||||
権利 | ||||||
権利情報 | Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). | |||||
著者版フラグ | ||||||
値 | publisher | |||||
出版者 | ||||||
出版者 | SAGE Publications |