81002150

open access

Version of Record

グローバルナ シヤ イクセイ ノ ジュギョウ ジッセン ニタイスル ニンシキ ニホン ノ チュウガッコウ キョウシ オ ショウテン ニ

How Do Teachers Recognize the Development of Global Perspective? : The Case Study of Junior High School Teachers in Japan

六甲台論集. 国際協力研究編

11

45-63

神戸大学大学院国際協力研究科

2010-01

2010-06-07

The purpose of this study is to clarify how teachers recognize the development of students’ global perspectives. According to the objectives of the latest curriculum in Japan, enhancing students’ global perspectives is incorporated into the subjects of civics and geography. Researchers have examined the curriculum and strategy of teaching global issues, and pointed out teachers’ insufficient recognition and wrong caliber to implement education programs on global perspectives. However, previous researches did not elucidate how teachers teach these issues and how they recognize them. It is teachers that play a seriously important role in implementing what the government and curriculum say. They are not only the mediators but also the practitioners of any education activity. Therefore, this article sheds right on teachers’ recognition of teaching global perspectives. Participatory observation and semi- structured interviews were conducted at six junior high schools in Osaka, Japan. The research revealed teachers’ two recognitions: expecting students to build interpersonal relationships within schools, and providing students with opportunities to learn about the world. The unique social background in Japan shapes teachers’ recognition as well. The number of foreigners, though it is increasing, is still low and it gives students less opportunity to experience different cultures. For that reason, teachers assume that most students will stay in Japan for most of their lives. In addition, the social context makes teachers misunderstand that the term “global” of “global perspective” refers to physical movements to other countries. As an implication, the article suggests that it is important to introduce teaching materials which are designed to develop global perspectives to both teacher training and student learning.

紀要論文