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The purpose of this practice is to bring up children who can see social problems, make choices and judgments about how to relate to society, and participate in society as creators of a better society through a multifaceted and multidimensional view of social events by comparing and classifying them. The goal is to nurture children who can identify social problems, make choices and decisions about how to interact with society, and participate in society as creators of a better society. From the students' reflections, we believe that they were able to actively take up social issues, divide their view of society into perspectives (social perspective, temporal perspective, etc.) and stance (self and others, consumers and producers, Japan and other countries, etc.), increase the number of perspectives from which they view society, think from different positions, and enhance the decision-making process by focusing on choices and judgments.

This paper explores how educators perceive self-study in the context of Japanese teacher education. Self-study research is rooted in teachers’ desire to improve their teaching and contribution to the development of teaching knowledge. As Japanese teacher educators’ interest in self-study has increased in recent years, our research question is: Why do Japanese teacher educators become interested in self-study? To address this question, after reviewing extant literature on self-study, we interviewed six teacher educators with more than 20 years of teaching experience at both university and school level. The findings yielded by coding and analyzing the data using NVivo reveal that: 1. All interviewees were introduced to self-study by their mediators. 2. They are likely to pursue self-study due to personal interests, focusing on their neighboring community only. Thus, when localizing self-study in Japan, several challenges can be expected, including language barriers, strong sense of individual responsibility to improve teaching, school culture, and social norms preventing people from speaking about themselves in public. Therefore, when implementing self-study in non-English speaking countries, it is essential not to revert to the colonialism by spreading authentic self-study, but rather promote its acceptance and reconstruction in accordance to the context of each region.

The purpose of this study was to target teacher educators in schools such as "Shido-syuji" and "Syunin" who play an important role in the professional development of teachers and to investigate their attitudes. The results of this survey indicated that both of "Shido-syuji" and "Syunin" highly recognize the importance of seeking out training programs that are useful for professional development of teachers. It was also suggested that they think it is important to try to develop their expertise while grasping the current situation for the sake of the children's growth. Considering that "Shido-syuji" is recruited from the school teacher, "Shunin" must develop their expertise as teacher educators from the beginning of their careers as middle leaders in schools.(118 words)

Currently, Japan needs to create a framework that facilitates improving teachers’ professional development—a situation in which teacher educators become vital. This study focuses on the role of the kenkyushunin (chief teacher of school research) in the professional development of in-service teachers through school-based training, lesson studies, peer mentorship, and student guidance. Extant literature was analyzed to enable an in-depth understanding of their role. The findings indicated that the roles of a kenkyushunin as a teacher educator could be categorized as that of a teacher of teachers, researcher, coach, curriculum developer, and a broker. However, their role as a gatekeeper could not be confirmed. Further, their behaviors in each of these roles were also discussed. It was found that, as a school-based teacher educator, the kenkyushunin conducts lesson studies and joint research relating to the practice of teaching with colleagues and undertakes the professional development of teachers.

本稿は，筆者らがCoSTEPミニサイエンスイベント2019（2019年8月25日開催）で実施した「どちらにしようかな？ ～未来のお肉から考えるトランスサイエンス～」の設計と実践についての報告である．本イベントでは，「培養肉」という新しい技術に着目し，参加者に培養肉を「食べる」か「食べない」かを二者択一で選ばせる「どちらにしようかな」と名づけたアクティビティーを採用して，トランスサイエンス問題を取り上げた．選択の際，段階的に培養肉についての情報を提供したり，参加者同士の対話を促したりしながら，複数回にわたって選択を行うことで，当該技術についての知識量や理解の程度の差，対話の有無，もしくは立場の違いにより，培養肉に対する考え方が変化するかを体験できる構成とした．事後アンケートの結果から，約4割の参加者の判断が揺らいでいることが確認できた．本イベントの構成や「どちらにしようかな」の形式は，他のテーマ（技術）にも利用できることから，「科学と社会の問題」を扱うイベントとして汎用性の高いフレームワークとなる可能性がある．, This paper reports the design and implementation of the science event “Which way should I go? Thinking about Trans-science from the Future Meat” conducted at the CoSTEP Mini Science Event 2019 (Held on August 25, 2019). During this event, we focused on a new technology called “cultured meat” and asked participants multiple times to choose between “eat” and “not eat” cultured meat by providing step-by-step information on cultured meat and encouraging dialog among participants. The event was designed to make the participants experience the change in their attitudes toward cultured meat depending on their level of knowledge and understanding of the technology, the presence or absence of dialog, or their standpoints. Post-survey results showed a change in the decisions of about 40% of the participants. The structure and format of “Which way should I go?” can be used for other themes as well; this could be a highly versatile framework for events dealing with “science and social issues.”

This paper reports on the overseas teaching practicum in the U.S. and the international forum in which we exchanged ideas on “next-generation global teacher education.” This year, four graduate school students participated in the overseas teaching practicum, and we found the change of their lessons from “information-giving” style in the previous years to “experiencing”, “exchanging”, and “creating” type of lessons this year. The participants reported that it became an excellent opportunity for them to consider a better and comprehensible way to explain something to children since there was “the English barrier”, they noticed the power of visual and other means to convey messages. In the international forum, held earlier in July in Hiroshima, two participants of the previous year’s overseas teaching practicum program reported how their perspectives toward education and the actual lessons had been changed from the experience. The speakers from the U.S. introduced how international exchange at their schools work to broaden the students’ eyes and their global-mind.

本研究では，別冊『－平成30年度広島大学大学院教育学研究科共同研究プロジェクト－横断的・総合的な幼稚園教育教員養成プログラムの構築研究論文集』を作成し，紙幅の都合で本報告書に掲載できなかった調査・研究の成果を掲載した。