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教員養成のヒドゥン・カリキュラム研究

DOI

書誌事項

タイトル別名
  • The Hidden Curriculum in Teacher Preparation :
  • 教員養成のヒドゥン・カリキュラム研究--国立教員養成系大学教員調査のジェンダーの視点からの分析を中心に
  • キョウイン ヨウセイ ノ ヒドゥン カリキュラム ケンキュウ コクリツ キョウイン ヨウセイケイ ダイガク キョウイン チョウサ ノ ジェンダー ノ シテン カラ ノ ブンセキ オ チュウシン ニ
  • gender analysis of the faculties of the national teachers colleges
  • ―国立教員養成系大学教員調査のジェンダーの視点からの分析を中心に―

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抄録

<p>  This paper discusses gender issues hidden within Japanese teacher education programs by analyzing the data gathered in a questionnaire survey, administrated in February 2003, of all of the 1,924 professors in the eight largest national teachers colleges in Japan. Prior research has investigated the reproduction of gender inequities in Japanese schools; however, gender dynamics in teacher education has received only slight attention.</p><p>  While feminist theories as well as many kinds of student-centered educational theories are formally introduced to pre-service teachers, what they actually learn through the hidden curriculum looks quite different. First, we provide an outline of gender issues in the teacher education system in the eight teachers colleges. The data show an obvious male domination among teacher education faculties in Japan. The average percentage of female faculty is only 16.5%;moreover, most of them are limited to specific areas and positions. The low percentage of female faculty appears in striking contrast to the high percentage of female students.</p><p>  Second, we analyze the gender differences in the teaching activities of faculty members in teacher preparation programs. The survey data show a relationship between the gender bias score of faculty and their teaching activities. For example, women teacher educators tend to (1) have low scores on the gender bias gauge, (2) spend more time in preparing classes and advising students, (3) pursue interactive teaching methods in large classes, (4) avoid wearing casual clothes or talking about their personal life in classes, and (5) evaluate female students higher than male faculty members do. The data also show that gender biased teacher educators tend to prefer strict an authoritarian K-12 teaching practices and obedient children more than do non-gender biased teacher educators. In addition, these scores correlate closely with professors' own behavior toward pre-service teachers. The survey data suggest that the hidden curriculum in teacher education perpetuates the gender inequities in Japanese schools and society.</p>

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詳細情報

  • CRID
    1390848647561301248
  • NII論文ID
    130007922102
  • NII書誌ID
    AN10407522
  • DOI
    10.32292/jsste.13.0_94
  • ISSN
    24348562
    13437186
  • NDL書誌ID
    7976667
  • 本文言語コード
    ja
  • データソース種別
    • JaLC
    • NDL
    • CiNii Articles
    • KAKEN

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