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https://doi.org/10.24546/81008109
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2024-04-25
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81008109 (fulltext)
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メタデータID
81008109
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open access
出版タイプ
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タイトル
スウェーデンにおける教員養成課程の質保証に関する考察
スウェーデン ニオケル キョウイン ヨウセイ カテイ ノ シツ ホショウ ニ カンスル コウサツ
その他のタイトル
The Framework of Quality Assurance and Teacher Education in Sweden
著者
著者名
武, 寛子
Take, Hiroko
タケ, ヒロコ
所属機関名
愛知教育大学教員養成開発連携センター
収録物名
国際協力論集
巻(号)
22(1)
ページ
55-76
出版者
神戸大学大学院国際協力研究科
刊行日
2014-07
公開日
2014-09-10
抄録
This article explores the framework of quality assurance and teacher education (TE) programs in Sweden with a particular focus on learning outcomes, and suggests ways to build an evaluation system for teacher education in Japan. The author discusses how the framework defines the appropriate knowledge, skills, and attitudes required to be a teacher, establishes the position of teachers as professionals, and evaluates TE programs under the framework. TE in Sweden has flexibly altered in accordance with changes in social circumstances both domestically and around the world. After the teacher reforms in 1977, TE was implemented at Higher Education Institutions (HEIs) and was no longer confined to vocational schools. The background of this was that the cultivation of human resources, such as teachers, was required for educational reform to actualize comprehensive education from childhood to adolescence. It was important to train future teachers who were able to not only implement educational activities focused on social relationships and had the required values, but also to convey just knowledge. By integrating TE programs into HEIs, Sweden was able to provide education under fixed conditions across the whole country. According to learning outcomes for TE programs, future teachers are required to enhance students’ learning and development and have the knowledge and skills to implement educational activities based on scientific academic theory and research methodology. They are also required to instill in the students the same values with regard to human rights, gender equality and democracy that are deemed important in Sweden. This article explores how HEIs implemented quality assurance systems as in the case of Linneaus University. It focuses on direct evaluations of students’ thesis, and indirect evaluations of the curriculum, questionnaires, and program coordinators. TE programs are thus conducted under a clear evaluation system to better comprehend input and output of education, which would be beneficial when considering how to implement an evaluation system for TE programs in Japan.
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国際協力論集
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22巻
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22巻1号(2014-07)
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資源タイプ
departmental bulletin paper
言語
Japanese (日本語)
ISSN
0919-8636
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NCID
AN10418744
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関連情報
NAID
110009815734
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URI
http://www.research.kobe-u.ac.jp/gsics-publication/jics/
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