@techreport{oai:mie-u.repo.nii.ac.jp:00014481,
 author = {林, 未和子 and Hayashi, Miwako},
 month = {Jul},
 note = {application/pdf, 本研究は、日本と北米と北欧4か国における小学校から大学・大学院までの教育の比較考察を通して、各国の特徴を踏まえた教師教育の在り方を検討し、教師の資質能力の向上に質するカリキュラムの提案を行った。米国では子どもの課題探求・解決のプロセスを明示したProject-based learning、カナダでは人間の全体性を重視したホリスティック教育の哲学思想、北欧では、大学・大学院修士課程を通じた教師教育の質的改善の取り組みが参考になった。
人間の生の営みに関する教育に焦点を当てると、各教科の枠組みや様々な学問分野を超えて、統合的な視点から体系的な教師教育カリキュラムが必要であることが示唆された。, This study examines the model for teacher education considering characteristics of each country and develops the teacher education curricula which contribute to nurturing teachers' abilities and qualities. I found the following points important to develop teacher education curricula for undergraduate and Master's degree programs in Japan.
In the United States, Project-based Learning, which clarifies the process of exploring and solving the challenging projects for children, is useful. In Canada, philosophical thoughts of holistic education which emphasize the wholeness of human beings are insightful. In the Nordic countries, their attemp to improve the quality of teacher education curricula through the undergraduate and Master's degree programs is applicable.
It is suggested that well-organized teacher education curricula from a comprehensive viewpoint are needed which focus on human life education beyond the framework of each subject and various academic disciplines., 2016年度～2019年度科学研究費補助金(基盤研究(C))研究成果報告書, 16K04759},
 title = {子どもの生活実践力育成に資する教師の教育実践力養成カリキュラムの開発},
 year = {2020},
 yomi = {ハヤシ, ミワコ}
}