A Comparative Study of Elementary School Teaching Styles in Japan, Australia, and Korea

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  • <原著>学習指導様式の国際比較 : 日本・オーストラリア・韓国
  • 学習指導様式の国際比較--日本・オーストラリア・韓国
  • ガクシュウ シドウ ヨウシキ ノ コクサイ ヒカク ニホン オーストラリア カ

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Through a method of inquiry, teaching behavior and teaching belief in Japanese, Australian, and Korean elementary schools were compared. Teaching behavior was measured through items asking for the frequency of everyday instruction behaviors, while teaching belief was examined by asking for the degree of agreement to the same items. The data were analyzed in three ways : (1) Comparing the item means of teaching behavior. (2) Comparing the item means of teaching belief, (3) Comparing the consistency of teaching behavior and belief. From the three perspectives above, the following interpretations were drawn; (1) The organizational aspect of instruction was common throughout Japanese teachers. Australian teachers attached much importance to individual instruction, while their Korean counterparts made substantial effort to increase the academic ability of their students. (2) Motivational aspect of instruction, such as praising students or devising learning materials, was common amongst the teachers in all countries. Japanese teachers thought that unification and equality were essential for instruction. Australian teachers thought that it was important to instruct students separately and to let them overcome stumbling blocks by themselves. Korean teachers thought that it was indispensable for students to fully comprehend what was to be learned. (3) Australian teachers were most consistent in their teaching behavior and belief, while Korean teachers were most inconsistent. As for Japanese teachers, they seemed not to have any definite belief, and therefore, it remains to be seen as to what their teaching behaviors are actually based upon. This characteristic was considered in terms of Japanese custom, organization, flexibility of behavior, and ambiguity of belief.

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