Updated on 2023/10/02

写真a

 
KOZAI, Yoshimi
 
Affiliation
Affiliated organization, Center for Higher Education Studies
Job title
Assistant Professor(without tenure)
Degree
修士(教育学) ( 2017.03 京都大学 )
博士(教育学) ( 2023.07 京都大学 )

Research Experience

  • 2020.06
    -
    Now

    Waseda University   Center for Higher Education Studies (CHES)

  • 2017.04
    -
    2019.09

    Kyoto Junior College of Foreign Languages   Department of English Studies for Careers

  • 2012.07
    -
    2015.03

    Okayama University

Education Background

  • 2015.04
    -
    2020.03

    Kyoto University   Graduate School of Education   Department of Education  

Professional Memberships

  •  
     
     

    大学教育学会

  •  
     
     

    日本教育工学会

Research Areas

  • Tertiary education / Educational technology

Research Interests

  • 教育工学

  • 大学教育

  • 教師教育

  • ファカルティ・ディベロップメント

 

Papers

  • Relationship Between Changes in Classroom Practice and Beliefs about Teaching of Novice Faculty: A Longitudinal Study for Participants in a PFF Program Designed to Support the Introduction of Active Learning

    KOZAI Yoshimi, TAGUCHI Mana

    Japan Journal of Educational Technology   46 ( 2 ) 363 - 376  2022.05  [Refereed]

    Authorship:Lead author

     View Summary

    This study aims to clarify the influence relationship between changes in classroom practice and beliefs about teaching among novice faculty through their Preparing Future Faculty (PFF) Program experience. For this purpose, a longitudinal study was conducted on 6 participants in a PFF program designed to introducte of active learning. As a result, it was confirmed that there were cases in which both teaching practice and beliefs changed, neither changed, and teaching practice changed but beliefs did not change. It was found that there were two types of change in classroom practice: “autonomous change”, in which teachers change their classroom practice by their own choice as a result of changes in beliefs and knowledge, and “heteronomous change”, in which teachers change their classroom practice without changing their beliefs due to influences from external domains such as training and school culture. In addition, it was suggested that even in the case of “heteronomous change”, when the educational effects are sufficiently recognized through the support of experts, it may lead to a change in beliefs about teaching, which in turn may lead to “autonomous change”.

    DOI

  • The State of Knowledge about Online Teaching of University Teachers and the Impact on Satisfaction and Willingness to Teach

    ABE Mayumi, KOZAI Yoshimi, ENDO Takeshi, JIANG Yan, MORITA Yusuke

    Japan Journal of Educational Technology   46 ( 1 ) 25 - 34  2022.02  [Refereed]

     View Summary

    In this study, we conducted a questionnaire survey to investigate the state of knowledge about online teaching of university teachers and the impact on the satisfaction with the online classes and the willingness to teach them in the future. A checklist for active learning in face-to-face and online classes was developed and used in the survey to obtain suggestions for faculty development (FD). The following results were obtained. (1) ICT utilization knowledge, learning process knowledge, and online active learning skill were lower in the group with 30 years or more of teaching experience. In FD, some scaffoldings should be prepared for this group. (2) Experience in using ICT and beliefs in using ICT in class were related to online active learning skill. It would be effective to help teachers increase the experience of ICT use and foster their positive beliefs. (3) Online active learning skill had a positive influence and face-to-face active learning skill had a negative influence on the level of satisfaction with the online classes and the willingness to teach online classes in the future. In FD, it is important to be aware that knowledge for effective teaching in person cannot be directly applied to online teaching.

    DOI CiNii

  • 日本におけるシミュレーションスペシャリストの業務実態に関する調査

    香西 佳美, 及川 沙耶佳, 田口 真奈

    医学教育   52 ( 1 ) 37 - 41  2021.02  [Refereed]

    Authorship:Lead author

     View Summary

    背景:日本におけるシミュレーションスペシャリストの育成に必要となる学習対象の可視化にむけて、日本のスペシャリストの業務実態を調査した。方法:米国の業務マニュアルを基盤に、日本のスペシャリストのインタビュー結果も参照し、30項目の業務実態調査票を作成した。その調査票を基に12施設、16名のスペシャリストからの回答を集計した。結果:40%以上の施設において業務実態調査票の業務項目すべてがスペシャリストにより従事されていた。その中でも「技術」カテゴリーに属する項目の従事率が高かった。考察:調査票にリスト化された業務項目とカテゴリーは、日本のスペシャリスト教育のアウトカムとしての活用が期待される。

  • A Study of the Concept of Teaching Profession and Problems with Faculty Development in Higher Education : Through Comparison of Primary/Secondary Education

      ( 66 ) 363 - 375  2020  [Refereed]

    Authorship:Lead author

     View Summary

    The purpose of this study was to examine the concept of teaching profession and the issues of supporting it in higher education. For this purpose, we reviewed the discussion on the concept of teaching profession in primary and secondary education and examined the structure of higher education teachers' professionality. As a result, we proposed that the Concept of Teaching Profession for higher education be captured by the following five elements: "Professional Learning Community members", "Good working people", "Teaching profession", "Learning profession", "Scholar of Teaching and Learning". In addition, we were examined with representative FD initiatives and problems.

    CiNii

  • The Characteristics of Discourse in Lesson Study Sessions and their Impact for Novice Teacher on Teaching Practice in Higher Education:A Case Study of the Preparing Future Faculty Program in the Graduate School of Letters, Kyoto University

    KOZAI Yoshimi, TAGUCHI Mana

    Japan Journal of Educational Technology   43 ( 4 ) 421 - 432  2020  [Refereed]

    Authorship:Lead author

     View Summary

    <p>Recently, lesson study sessions are being established as an attempt to support the development of teachers' ability to conduct a class in university education. This study focused on novice faculty and aimed to clarify the characteristics of the session discourse and its influence on the subsequent teaching practices. In order to examine the effectiveness of lesson study sessions for the Preparing Future Faculty (PFF) Program in the Graduate School of Letters at Kyoto University, discourse analysis and class VTR analysis were conducted for the novice teacher who continuously participated in the PFF Program. The results showed that the discourse tended to focus more on the class contents and explanations than class objectives and assessment. As for the influence of the discourse of lesson study sessions on teaching practices, students' discourse or the discourse of the alternative plan found to be easier to be reflected. On the other hand, it was also found that the suggestions presented by the alternative plan were not necessarily reflected in the teaching practices.</p>

    DOI CiNii

  • The Effect of Experiencing MOOCs Practices on University Teachers' Teaching Abilities:Focusing on the Development of Technological  Pedagogical Content Knowledge (TPACK)

    KOZAI Yoshimi, TAGUCHI Mana

    Japan Journal of Educational Technology   41 ( 4 ) 449 - 460  2018  [Refereed]

    Authorship:Lead author

     View Summary

    <p>This study aims to clarify how university teachers develop their teaching abilities through conducting MOOCs practice. Specifically, semi-structured interviews with teachers who had teaching experience with MOOCs were conducted and the development of these teachers' teaching abilities was examined, applying the TPACK framework. As a result, it became clear that not just one single element of knowledge but a more complex knowledge was formed, thanks to the mutual learning relationships established between teachers and the MOOCs staff. Furthermore, the findings suggested that linking MOOCs practice with lessons conducted in the class promotes the development of TPACK and that the greater difference from those lessons leads to more TPACK being formed.</p>

    DOI CiNii

  • シミュレーション教育からみるガイドラインによる治療標準化の影響と課題

    香西 佳美, 武田 吉正, 溝上 良一, 原 理沙子, 上田 順子, 芝 直基, 谷本 光音

    医学教育   45 ( Suppl. ) 130 - 130  2014.07

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Presentations

  • CTLTと各箇所職員による支援の実際

    香西佳美

    第28回大学教育研究フォーラム参加者企画セッション「エビデンスにもとづく教育支援 ―学生・教員・TA・職員のオンライン授業アンケートを中心に―」 

    Presentation date: 2021.03

  • 実践的な授業力量形成を目的としたプレ FD プログラムの効果検証 ―京都大学文学研究科プレ FD プロジェクト参加者への追跡調査―

    香西佳美, 田口真奈

    日本教育工学会2019年秋季全国大会講演論文集 

    Presentation date: 2019.09

    Event date:
    2019.09
     
     
  • 臨床シミュレーション教育施設におけるシミュレーションスペシャリストの役割と能力に関する調査

    今泉 一哉, 功刀 友紀子, 瀬戸 僚馬, 香西 佳美, 万代 康弘

    医学教育  (一社)日本医学教育学会

    Presentation date: 2019.07

    Event date:
    2019.07
     
     
  • 学際的な授業科目における学生の学びの分析 ―京都大学全学共通科目「宇宙総合学」受講生の理系・文系による違い―

    香西佳美, 田口真奈, 水村好貴, 寺田昌弘, 松下佳代, 土井隆雄, 柴田一成

    第25回大学教育研究フォーラム発表論文集 

    Presentation date: 2019.03

    Event date:
    2019.03
     
     
  • AL型授業の実践経験が大学初任教員の授業力量に与える影響 ―授業デザインおよび授業観の変化に着目して―

    香西佳美, 田口真奈

    日本教育工学会第34回全国大会講演論文集 

    Presentation date: 2018.09

    Event date:
    2018.09
     
     
  • Development of a Class Design Matrix for Active Learning in Higher Education

    Presentation date: 2018.05

    Event date:
    2018.05
     
     
  • プレFDプログラムにおける授業検討会の意義と限界 ―授業検討会における談話の変化に着目して―

    香西佳美, 田口真奈

    日本教育工学会第33回全国大会講演論文集 

    Presentation date: 2017.09

    Event date:
    2017.09
     
     
  • MOOCでの実践経験を通じた大学教員の授業力量の変化―Technological Pedagogical Content Knowledge (TPACK)の形成に着目して

    香西佳美, 田口真奈

    日本教育工学会第32回全国大会講演論文集 

    Presentation date: 2016.09

    Event date:
    2016.09
     
     
  • 評価におけるテクノロジーの活用

    香西佳美, 河合道雄

    第23回大学教育研究フォーラム参加者企画セッション「アクティブラーニングの評価のフロンティア」 

    Presentation date: 2016.03

  • シミュレーションスペシャリスト育成にむけた教材パッケージの提案

    香西佳美  [Invited]

    第8回日本医療教授システム学会総会 教育企画5「Sim Club シミュレーション医療教育のすべて 〜教材パッケージとノウハウ〜」 

    Presentation date: 2016.03

  • 医療教育分野のシミュレーションスペシャリスト育成における課題

    香西佳美, 田口真奈

    日本教育工学会第31回全国大会講演論文集 

    Presentation date: 2015.09

    Event date:
    2015.09
     
     
  • シミュレーションセンターの効果的な運営〜シミュレーションスペシャリストの役割〜

    香西佳美

    2014 National Simulation User Network (SUN) in Tokyo セッション10 

    Presentation date: 2014.09

    Event date:
    2014.09
     
     
  • シミュレーション教育からみるガイドラインによる治療標準化の影響と課題

    香西 佳美, 武田 吉正, 溝上 良一, 原 理沙子, 上田 順子, 芝 直基, 谷本 光音

    医学教育  (一社)日本医学教育学会

    Presentation date: 2014.07

    Event date:
    2014.07
     
     
  • The Necessity of Simulation Specialist

    Miyoshi Tomoko, Kozai Yoshimi, Junko Ueda, Mandai Yasuhiro, Yoshida Toshiko, Suno Manabu, Shiba Naoki, Tanimoto Mitsune

    Igaku Kyoiku / Medical Education (Japan)  Japan Society for Medical Education

    Presentation date: 2014

    Event date:
    2014
     
     

     View Summary

    Simulation specialist who masters simulators is important for a management of simulation center. Okayama university medical school started to train simulation specialists. Now simulation training are familiar in our university through the simulation specialists helps course directors.

  • シミュレーション教育におけるSimulation Specialistの担う役割

    香西 佳美, 万代 康弘, 三好 智子, 小川 弘子, 上田 順子, 片岡 仁美, 水島 孝明, 谷本 光音

    医学教育  (一社)日本医学教育学会

    Presentation date: 2013.07

    Event date:
    2013.07
     
     

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Misc

 

Internal Special Research Projects

  • 大学教員の自律的な授業改善の過程と影響要因に関する研究

    2022  

     View Summary

    本研究では、大学教員の自律的な授業改善の支援にむけた知見を得るために、プレFD参加者に対するインタビュー調査および授業分析によって、授業改善に至る過程と影響要因について検討をおこなった。その結果、大学教員の授業改善には、外的な要因からの影響による他律的変化と、内的な要因からの影響による自律的変化の2種類があることが確認された。また、この2つの変化の様相にもとづき、段階的な授業実践の変化を前提とした授業改善支援のモデルを提案した。

  • 大学教員の授業力量形成を促進する授業実践事例の共有に関する研究

    2021  

     View Summary

    &nbsp;本研究では,大学教員の授業力量形成を促進しうる授業実践事例の共有方法を検討することを目的とした.具体的には,学内の教員による授業実践事例の紹介と参加者を交えたディスカッションを組み合わせたオンラインでのFDプログラムを開発し,効果を検証した.その結果,参加者に対する実施後アンケートでは高い評価を得た.今後は,参加者に対するインタビュー調査などにより,本プログラムの効果を引き続き検証する予定である.