A sociological study concerning the educational point of view of the teachers who have ever taught at an overseas Japanese school

关于曾在海外日本学校任教的教师的教育观点的社会学研究

• 批准号: 11610236
• 负责人: SUZUKI Hiroaki
• 金额: $ 2.18万
• 依托单位: Osaka Shoin Women's University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1999
• 资助国家: 日本
• 起止时间: 1999 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-11610236/
• 关键词: Japanese school; Cross-cultural experience; Education for International Understanding; Educational point of view; Attitude change; 教員の異文化体験; 日本人学校で勤務を経験した教員

The result of research obtained by this study is as follows.1. Cross-cultural experience of the teachers who have ever taught at an overseas Japanese school changes the teacher's educational point of view of 91.6%. Change of the educational point of view for Education for International Understanding appears in activities after homecoming.2. Time is required to make use of cross-cultural experience of the teachers who have ever taught at an overseas Japanese school. After homecoming, the teachers suffer from the difficulties such as the change of work contents, and the adaptation to the Japanese society after overseas life for three years, but they make efforts to make use of cross-cultural experience even in such a situation.3. The teachers who make use of cross-cultural experience in the present service are playing an active part in very various places. On the contrary, the teachers who are not able to put their cross-culture experiences into the good account also try to do so. Most of the teachers hope to make use of their experiences in the field of Education for International Understanding.4. The acceptance situation after homecoming has big influence on the attitude change rather than cross-cultural experience. By correspondence of the side of acceptance, there is a situation where homecoming teacher's cross-cultural experience cannot fully be utilized. Therefore, the teachers who don't publish service experiences at an overseas Japanese school exist. Moreover, the consideration should be made for the family of homecoming teacher.Overseas Japanese-resident-abroad child educational facilities need to be clarified from the new point of view of international contribution to the society and culture of the local spot from now on.

本研究取得的研究结果如下： 1．曾在海外日本学校任教的教师中，跨文化经历改变了91.6%的教师的教育观点。国际理解教育教育观念的变化体现在回国后的活动中。 2．发挥曾在海外日语学校任教过的教师的跨文化经验需要时间。回国后，老师们面临着工作内容的变化、海外生活三年后对日本社会的适应等困难，但即使在这种情况下，他们也努力利用跨文化经验。 3 。在当前的服务中利用跨文化经验的教师在许多地方发挥着积极作用。相反，那些无法将跨文化经验付诸实践的教师也试图这样做。大多数教师希望利用自己在国际理解教育领域的经验。4．回国后的接受情况对态度变化影响较大，而不是跨文化经历。从接收方的对应来看，存在着返校教师的跨文化经验无法充分发挥的情况。因此，存在不公开海外日语学校服务经验的教师。此外，还应该考虑回国教师的家庭。今后，需要从对当地社会和文化的国际贡献的新角度来明确海外日本人的儿童教育设施。

项目成果

アメリカの日本人学校と補習授業校

美国的日语学校和补习班

• 发表时间: 2002
• 期刊: アメリカの日本人学校・補習授業校 調査報告
• 作者: 鈴木洋昭

Japanese school and Supplementary school in USA

美国的日本学校和补习学校

• 发表时间: 2002
• 期刊: Investigation report of Japanese school and Supplementary school in USA
• 作者: 鈴木洋昭;Hiroaki Suzuki
• 通讯作者: Hiroaki Suzuki