Middle leaders as teacher educators: The case of the Kenkyushunin (chief teacher of school research) in Japan

Takumi Watanabe, Takashi Yonezawa, Akane Yamasaki

doi:10.3389/feduc.2023.998550

<jats:p>Currently, Japan needs to create a framework that facilitates improving teachers’ professional development—a situation in which teacher educators become vital. This study focuses on the role of the <jats:italic>kenkyushunin</jats:italic> (chief teacher of school research) in the professional development of in-service teachers through school-based training, lesson studies, peer mentorship, and student guidance. Extant literature was analyzed to enable an in-depth understanding of their role. The findings indicated that the roles of a <jats:italic>kenkyushunin</jats:italic> as a teacher educator could be categorized as that of a teacher of teachers, researcher, coach, curriculum developer, and a broker. However, their role as a gatekeeper could not be confirmed. Further, their behaviors in each of these roles were also discussed. It was found that, as a school-based teacher educator, the <jats:italic>kenkyushunin</jats:italic> conducts lesson studies and joint research relating to the practice of teaching with colleagues and undertakes the professional development of teachers.</jats:p>

Middle leaders as teacher educators: The case of the Kenkyushunin (chief teacher of school research) in Japan

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