Updated on 2022/05/26

写真a

 
KOZAI, Yoshimi
 
Affiliation
Affiliated organization, Center for Higher Education Studies
Job title
Research Associate

Education

  • 2015.04
    -
    2020.03

    Kyoto University   Graduate School of Education   Department of Education  

Research Experience

  • 2017.04
    -
    2019.09

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

  • 2012.07
    -
    2015.03

    Okayama University

 

Research Areas

  • Tertiary education

  • Educational technology

Research Interests

  • 教師教育

  • ファカルティ・ディベロップメント

  • 大学教育

Papers

  • 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

  • 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)   45 ( 5 ) 378 - 380  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.

    DOI CiNii

▼display all

Specific Research

  • 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.