米国の教師教育におけるProfessional Development Schoolの意義と課題

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タイトル別名
  • A Study of the Effects and Problems of Professional Development Schools in USA:
  • 米国の教師教育におけるProfessional Development Schoolの意義と課題--ミシガン州立大学の事例分析を通して
  • ベイコク ノ キョウシ キョウイク ニ オケル Professional Development School ノ イギ ト カダイ ミシガン シュウリツ ダイガク ノ ジレイ ブンセキ オ トオシテ
  • Case Study of Michigan State University
  • ―ミシガン州立大学の事例分析を通して―

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<p>  The purpose of this study is to explore the effects and problems of Professional Development Schools (PDS) by analyzing the process of establishment, structure and activities at Michigan State University (MSU). PDS was recommended by the Holmes Group along the lines of teaching hospitals. PDS was proposed based on idea that university-based research and instruction in teacher education must have strong relationship with teaching practice in schools. So far, over 650 PDS have been established. Teacher candidates, teachers and university faculty have been working together in PDS. </p><p>  This study clarifies effects of PDS on inservice education as follows: </p><p>  ①increase in teachers' study group and professional development based on reflection and research about practice, ②presentation and dissemination of research outcomes by teachers in and out of schools, ③emergence of teachers' leadership, or teachers who take a leading role in and out of the school. </p><p>  This study also clarifies the effects on the teacher preparation by the PDS as follows: </p><p>  ①increase in the number of schools which are well-prepared for supervision or guidance of field experience, ②informing rich field experience related to practice problems like teaching disadvantaged students, ③deeper understanding of the teacher preparation program from both inside and outside of the university, ④enrichment of practical study and integration between theory and practice, ⑤enhancement of universities' reputation. </p><p>  These professional activities and collaboration also made school improvement such as improvement in students’ achievement, creation of collaborative decision making, school safety and reputation. </p><p>  What this study has made clear is that PDS are considered very rich in human resource from the university， and when compared with other schools, they have an unfair advantage. This is because there is a lack of staff turnover and district administrators do not make appropriate staffing. Problems such as prestigious of PDS in a district, content and duration of PDS projects, cultural difference between school and university and role and position of PDS principal should be solved to improve PDS.</p>

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