New Strategy and Teacher Training toward 21st century

Hiroyuki Kuno, PhDAichi University of Education, Japan

Kuno-hiroyuki@helen.ocn.ne.jp

NIS International Conference, December 4, 2012

１． Objective (Summary)

• This presentation describes current Japanese Teacher Training vision from two different perspectives.

• On the first topic: the presenter focuses on the latest national Teacher Training strategy that is proposed by “National Central Council for Education” in August 2012 (new Challenges)

• On the second topic: “Lesson Study” that is bottom-up approach of nationwide spread traditional Japanese School In-service training (Traditions)

• These two different perspectives: national- and bottom-up approach make clear new strategy and its implementation process of Japanese Teacher training and education in the 21st century

2. Framework

• National Approach: Report for Teacher’s Professional Development by “National Central Council for Education” in August 2012 (Strategy & Challenges)

• Bottom-up Approach: “Lesson Study" nationwide spread traditional School Based In-service training (Implementation & Tradition)

Dialogue

Prefecture

Municipal/city

School

MOE/National Institute of Ed.

3. Background (Challenges)

New LearningTool & Methods

Global Competition

School Life Social Change

Problem Solving Learning, ICT Facilities & Skills, Communication Skills, Social SkillsPISA Research, Key Competences, Global challenges, English Communication Skill

Special needs Education, Disaster Prevention, School Bullying & Suicide etc.

Redesigning & Raising Quality of Teachers’ Professional Development

4. Initiative from National Institutions(top-down Approach)

4. National Initiative (top down)

• National Report: “Comprehensive Strategies for Raising Teachers’ Capacities with Perspective of Teachers Whole Life”　

• Reported by “National Central Council of Education”• Referring to Council:

June 2010• Report from Council:

August 2012

4.1 Teachers’ capacities in 21st Century

(i) Professional Fundamental abilities: Responsibilities, Inquiring mind, self-learning

(ii) High Qualified knowledge & skills on:a) Subject/Contentsb) Lesson designing/

pedagogical skillsc) Classroom & School Management

(iii) Comprehensive Human nature: - Rich humanity - Social communication, -Collaboration with colleagues & society

4.2 Three Keywords for redesigning of Teachers’ Development

• Keyword 1: Individual/Team/Management• Keyword 2: Teachers Life Course• Keyword 3: Collaboration with Stakeholders

4.2.1 Keyword 1: Individual/Team/Management

(i) Professional Fundamental abilities(ii) High Qualified knowledge & skills(iii) Comprehensive Human nature

Wider concerning & deep professional

Individual- Communication with others- Collegiality among teachers (help each other, share experience)

-Find new idea through discussion

Establishing Mutual Learning Culture

Team

- Establishing Vision & Mission of School- Ensure opportunity of teachers professional development- Leadership for Lesson Study at school for all teachers

To develop & manage Teachers/School Recourses

Management

4.2.2 Keyword 2: Teachers’ “Life Course”

Teacher Education

in university Training for new teacher

(Initial training)

Training for middle/skilled

TeacherTraining for School　

Management

Degree Programme “Master of Education”

at UniversityHigh Quality

Lesson & Classroom

Development

High Quality School

Management

Basic skills for Lesson &

classroom Development

Teacher Recruitment

Age 22-30

Age 30-45

Age 45- 60

4.2.3 Keyword 3: Collaboration with Stakeholders

Teachers Professional Development

School based In-service Training “Lesson Study”

Teacher Training Center

MOELocal Board of

Education

NPO Local Citizens

University

５． School-based Teacher Training (bottom-up Approach)

5.1 Lesson Study: traditional bottom-up Teacher Training

<What is LESSON STUDY?>• Lesson improvement activity originated in 19th

century in Japan, and now spread nationwide• Skills for teaching : to raise lesson quality• Skills for lesson development: implementation of

new curriculum

since 2000’s spread in the world: Japan US Asian countries +Europe(UK, Sweden) WALS: World Association of Lesson Studies worldwide teachers network for lesson improvement

<Plan>- Lesson Plan- Pre-check Lesson Plan

<Do>- Research Lesson

<Check>- Post-Lesson conference

<Action>- continual

Lesson improvement

14

5.2 “Lesson Study Cycle” = <PDCA> cycle for Lesson & Teachers Professional Development

5.3 Procedure of Lesson Study

• Plan: to plan the Lesson collaboratively <Lesson Plan-format>

• Do: to observe Research Lesson together with colleagues

• Check: to discuss at Post Lesson Conference in that all/group teachers give their comments (findings) and to reflect the Research Lesson

• Action: to implement their findings in each class and to improve their own lesson

5.4 Example: Research Lesson of Mathematics in Elementary school

Aim of the Research Lesson: - creating mutual communication & mutual support atmosphere required National Curriculum: oral communication, reflective thinking, mutual learning culture

Mathematical topic: “multiplication of 2-digits by 2-digits”

Grade: Elementary 3rd Grade

1) Introduction of the lesson: Show the today’s topic “multiplication of 2-digits by 2-digits”

2) Solving problems (12X23) individually and find many ways of solution (multiple thinking)

3) After individual Solving, students move to find someone who had different solution and exchange their ideas (free discussion & mutual support)

4) Teacher invites some student who has different types of solution, to write their solution on chalkboard in order to compare them.

5) Teacher calls all of student to discuss and find difference among students’ solutions those answers are correct but different ways of culculation (to understand different way of solutions by classmates)

Research Lesson In IndonesiaResearch Lesson In Japan

5.5 Photos from Research Lesson in the world

Research Lesson In Malaysia

5.6 Futures of Lesson Study

self-initiative by school for Lesson improvement small step improvement (not following academic theory)

whole school/subject groups participation setting aims according to daily needs of school qualitative assessment (not evaluation test, nor teacher

evaluation)

establish a culture and mind of teachers’ collaborative learning

Bottom-up Approach for Lesson improvement

New Strategy and Teacher Training toward 21st century

Hiroyuki Kuno, PhDAichi University of Education, Japankuno-hiroyuki@helen.ocn.ne.jp

NIS International Conference

Thank you for your Attention!