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”.

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.

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。

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.

<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>