close
1.

論文(リポジトリ)

論文(リポジトリ)
石向, 良成 ; 西村, 伸也 ; 櫻井, 典子 ; 棒田, 恵 ; 工藤, 裕 ; 野澤, 明美 ; 樋口, 雅希 ; 渡辺, 恵
出版情報: 日本建築学会北陸支部研究報告集 — 日本建築学会北陸支部研究報告集.  51  pp.317-320,  2008-07.  日本建築学会
本文リンク: http://hdl.handle.net/10191/18333
概要: 新潟県三条市において、学生・住民・専門家との協働によるポケットパーク整備に着目し、「協働のまちづくり」の課題を探ることを目的としている。初年度の活動では、大学院の授業で基本コンセプトの決定を行い、その後実際に整備を行った。1年を通しての活動 の仕方、情報の共有や活動日程の調整などの面で住民・大学・行政・専門家、それぞれの課題が明らかになった。 続きを見る
2.

論文(リポジトリ)

論文(リポジトリ)
岡, 徹雄 ; 田邊, 裕治 ; 阿部, 和久 ; 岩部, 洋育 ; 原田, 修治 ; 石井, 望 ; 丸山, 武男 ; 佐藤, 孝 ; 今泉, 洋 ; 西村, 伸也 ; 仙石, 正和 ; 大川, 秀雄
出版情報: 工学教育 — 工学教育.  58  pp.67-72,  2010-09.  日本工学教育協会
本文リンク: http://hdl.handle.net/10191/22413
概要: A learn-by-doing engineering career education program adopted by MEXT of Japanese Government has been conducted for thre e years with the assistance of named “A network of 100 wise men” , which is a novel supporting organization for the students and faculties of Niigata University. The network is composed by the company engineers or social technicians who have rich experiences in the careers of the actual R&D processes. We have confirmed that the practical experiences they possessed on the course of their R&D processed are quite effective for the students to give them the practical engineering education. 続きを見る
3.

論文(リポジトリ)

論文(リポジトリ)
岡, 徹雄 ; 田邊, 裕治 ; 阿部, 和久 ; 石井, 望 ; 丸山, 武男 ; 岩部, 洋育 ; 原田, 修治 ; 大川, 秀雄 ; 佐藤, 孝 ; 西村, 伸也 ; 今泉, 洋 ; 仙石, 正和
出版情報: 工学教育 — 工学教育.  57  pp.73-77,  2009-09.  日本工学教育協会
本文リンク: http://hdl.handle.net/10191/22406
概要: We report the results and further problems on what we call the learn-by-doing engineering career education program which has been conducted for three years by the grant-in-aid adapted in 2006 by MEXT of Japanese government. In the paper, we attempt to estimate the processes of the internship programs which were supported by “A Network of 100 Wisdom” , an organization outside the university. In this year, we have accomplished the construction of three kinds of internship programs, which have been combined one after another. We confirm that we have given the university students strong motivations toward the technical studies through these practical internship programs. 続きを見る
4.

学位論文(リポジトリ)

学位
Abe, Masaya ; 阿部, 雅也
本文リンク: http://hdl.handle.net/10191/0002000217
概要: In recent years, the developmental aspect of personal professional growth in team dynamics have been increasingly emphas ized in teacher education. Exploring teachers' learning processes is significant in improving professional skills because reflection and a heightened consciousness of teaching beliefs impact classroom practices. Improved teacher skills correlate to improved student learning and thus have educational implications. The research presented here uses the collaborative and reflective nature of teacher development (TD) to investigate teacher learning by focusing on how collaborative reflection promotes transformational beliefs and practices at schools. This dissertation uses a unique collaborative TD program to describe in-service EFL teachers' learning processes. Data from participants in the TD program reveal how it developed their skill sets by transforming their beliefs and practices at schools. Chapter 1 details the foundation of my dissertation and outlines the structure of my argument. The first section presents a background of the research project. The second section states the aims of this dissertation project by detailing the issue I identified from my experience as a teaching consultant at a Prefectural Education Center. These aims are followed by an introduction to the TD program in this study and a roadmap of the following chapters. Chapter 2 reviews relevant literature to this dissertation project focusing on how teacher learning leads to transforming teacher beliefs and practices. It first discusses some theoretical and empirical conceptualizations that I drew on to conduct this study with an overview through a sociocultural lens of how teacher learning has been treated in TD. After a discussion on significant differences between TD and TE, I explore how reflection leads to teacher autonomy. I use empirical studies to discuss how collaborative peer reflection in TD positively influences teacher motivation, autonomous learning and professional expertise. The final core topic explored in the literature review is on how the relationship between teacher knowledge, cognition, beliefs, and sociocultural issues relate to leadership and curriculum management in schools. This chapter ends with a chapter summary that includes a rationale and aims for the following studies. Chapter 3 presents and details the four studies that describe: the transformation process of an individual novice teacher through an analysis of her teaching journal (Abe & Kato, 2019), the beliefs of teachers and students about language learning and teaching (Abe, 2020a), the distinct features of the collaborative TD program and the level of difficulty in utilizing their learning to school practice (Abe, 2020b), and the effect of the TD program on teachers' transformation of beliefs, practices, and collaboration at schools (Abe, 2020c). Chapter 4 discusses the four studies from chapter 3 and how their findings led to developing a collaborative TD model. The integrity of the studies deserves rigorous evaluation, and this chapter starts here. Then, by comparing these four studies with the literature review on teacher autonomy, relationships between reflection, motivation and transformation, this chapter proposes how these concepts can be connected to design effective TD programs. Other factors such as teacher knowledge, cognition, the influence of pedagogical beliefs, and sociocultural issues are also discussed in how they specifically relate to teacher leadership and curriculum management in schools. To link the studies with effective TD programs. I discuss the phases that relate to team collaboration, namely, the relationship with the transformation model (proposed in study 1) and the three dynamics (proposed in study 4). Put simply, three triggers of collaboration (dissonance, prioritization of students, and collaborative initiatives) findings stemming from the studies are closely involved with each other. Finally, the three perspective shifts are explained in detail, as they are incorporated into the TD program titled the “Co-creative Transformation Model Through Interrelational Contextualization.” Chapter 5 focuses on the proposed model, discussing proposals for its utilization and pedagogical implications. Examples of how to incorporate the model into TD programs are provided. I finish with a summary of this dissertation and suggestions for future research.<br />新大院博(教)第27号 続きを見る