KOZAI, Yoshimi



Affiliated organization, Center for Higher Education Studies

Job title

Research Associate

Education 【 display / non-display

  • 2015.04

    Kyoto University   Graduate School of Education   Department of Education  

Research Experience 【 display / non-display

  • 2017.04

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

  • 2012.07

    Okayama University


Research Areas 【 display / non-display

  • Tertiary education

  • Educational technology

Research Interests 【 display / non-display

  • 教師教育

  • ファカルティ・ディベロップメント

  • 大学教育

Papers 【 display / non-display

  • 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


  • 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.


  • 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

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    <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

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