MAEDA, Natsumi

写真a

Affiliation

Faculty of Human Sciences, School of Human Sciences

Job title

Assistant Professor(without tenure)

Mail Address

E-mail address

Education 【 display / non-display

  • 2015.04
    -
    2021.03

    Waseda University   Graduate School of Human Sciences  

  • 2013.04
    -
    2015.03

    Waseda University   Graduate School of Human Sciences  

  • 2009.04
    -
    2013.03

    Waseda University   School of Human Sciences  

Degree 【 display / non-display

  • 2021.07   Waseda University   Doctor of Human Sciences

Research Experience 【 display / non-display

  • 2021.10
    -
    Now

    Waseda University   Faculty of Human Sciences

  • 2021.04
    -
    2021.09

    Waseda University   Faculty of Human Sciences

Professional Memberships 【 display / non-display

  • 2021.10
    -
    Now

    World Association of Lesson Studies

  • 2019.04
    -
    Now

    日本教育方法学会

  • 2015.05
    -
    Now

    日本教師学学会

  • 2015.05
    -
    Now

    日本教育心理学会

  • 2013.04
    -
    Now

    日本教育工学会

 

Research Areas 【 display / non-display

  • Educational technology

Research Interests 【 display / non-display

  • 教師教育

  • 授業研究

Papers 【 display / non-display

  • A basic research project to develop the model of Kounai-kenshu that can support both teachers’ growth and school improvement

       2021.07

  • 農業高校における海外農業学習用VR教材の試作と評価

    中村駿, 中西啓喜, 西原是良, 前田菜摘, 佐野雅規, 神長伸幸, 齋藤篤

    人間科学研究   34 ( 1 ) 13 - 18  2021.03  [Refereed]

  • An examination of the meaning of kounai-ken by the elementary and junior high school teachers

    MAEDA Natsumi, ASADA Tadashi

    Japan Journal of Educational Technology   43 ( 4 ) 447 - 456  2020  [Refereed]

    Authorship:Lead author

     View Summary

    <p>"Kounai-ken", the training for teachers within school, have been played a essential role for Japanese education. School teachers can develop their own growth and establish the relationship among them for their learning about their jobs through "Kounai-ken", then it can serve to lead the effective school improvement. In this way "Kounai-ken" has the multi-function for teachers. However, there is the difference in the meaning of "Kounai-ken" among teachers, so that "Kounai-ken" can not necessarily play the role for them. This study focuses on what the meaning of "Kounai-ken" is for teachers. We used two methods, questionnaire survey and metaphor-making task to explore the meaning of "Kounai-ken". The participant is 120 elementary and junior-high school teachers. We found out that the teachers tend to lack awareness about the the aspect of making report as their research product compared to the aspect as the place of individual learning of "Kounai-ken". In addition, from the answers obtained by the metaphor-making task, it suggested that the negative images for "Kounai-ken" include their negative recognition for the extracurricularity of class presentation and preparation, and the dissatisfaction about the limited their freedom at inquiry process and the unclearity of its product.</p>

    DOI CiNii

  • Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms

    Noriyuki Inoue, Tadashi Asada, Natsumi Maeda, Shun Nakamura

    Teaching and Teacher Education   77   366 - 377  2019.01  [Refereed]

     View Summary

    What does it take for teachers to effectively teach inquiry-based lessons? We videotaped a series of mathematics lessons that involve whole class consensus building discussions (neriage) taught by leading teachers at Japanese elementary schools followed by teacher interviews. The triangulated data analysis revealed that the teachers facilitated class discussions to achieve the lesson goals effectively, but they made modifications to their lesson plans on the spot to bring all the students together while promoting their whole person development. Based on these, we argue that the teacher expertise to teach inquiry-based lessons effectively involves holistic envisioning, adaptability and inclusiveness.

    DOI

  • The function of Kounai-ken as school-based research for young teachers' change:From the analysis of one year interview with elementary school teachers

    Maeda Natsumi, Asada Tadashi

    Japan Bulletin of Educators for Human Development   22 ( 1 ) 13 - 23  2019  [Refereed]

    Authorship:Lead author

     View Summary

    Kounai-ken (in-school lesson study) provides opportunities for teachers to join a school-wide collaborative inquiry. However, there are only a few studies that have revealed the effect of the fullness of school-based collaborative inquiry on the ability of individual teachers to improve their competence. In this research, we tried to clarify how the context of school research influences learning in lesson studies by interviewing two young teachers for one year. We used the theme analysis to discuss the relation between categories. As a result, though each process of learning had different characteristics, it was observed that their understanding of school research and improvement of their own practical skills were mutually deepened. Our result shows empirically that participating in the school research and the growth of individual teachers can be treated as the two sides of the same coin.

    DOI CiNii

display all >>

Books and Other Publications 【 display / non-display

  • 教育を読み解くデータサイエンス : データ収集と分析の論理(分担執筆)

    中西, 啓喜, 耳塚, 寛明( Part: Contributor, 第9章 親子の学力に関連はあるのか──2グループ間の平均値の比較)

    ミネルヴァ書房  2021.05 ISBN: 9784623091720

  • 教師の学習と成長 : 人間教育を実現する教育指導のために(分担執筆)

    浅田, 匡, 河村, 美穂( Part: Contributor, 第7章 教師を育てる校内研修)

    ミネルヴァ書房  2021.03 ISBN: 9784623088478

Presentations 【 display / non-display

  • テキストマイニングを用いた校内授業研究会における教師の発話の分析

    前田 菜摘, 浅田 匡

    第56回日本教育方法学会大会 

    Presentation date: 2020.10

  • How did the pre-lesson discussions of Kounai-ken change in one year? From a case of a Japanese elementary school

    Natsumi Maeda

    International Conference on “WAZA”: Craft knowledge and Skills in Teaching & Nursing 

    Presentation date: 2019.11

  • A change of the pre-lesson discussions in lesson studies as year-long collaborative inquiry

    Natsumi Maeda, Tadashi Asada

    World Association of Lesson Studies International Conference 

    Presentation date: 2019.09

  • Web情報に基づく授業のわざの習得からみた教員養成プログラムの現状

    改発 智也, 前田 菜摘, 中村 駿, 浅田 匡

    第34回日本教育工学会大会 

    Presentation date: 2018.09

  • 校内研修に対する現職教師の認識とその規定因に関する一考察

    前田 菜摘, 浅田 匡

    第34回日本教育工学会大会 

    Presentation date: 2018.09

display all >>