{"_buckets": {"deposit": "f8deec2c-f54a-44cb-9239-034e7187585d"}, "_deposit": {"created_by": 5, "id": "25009", "owners": [5], "pid": {"revision_id": 0, "type": "depid", "value": "25009"}, "status": "published"}, "_oai": {"id": "oai:naruto.repo.nii.ac.jp:00025009", "sets": ["1903", "2035"]}, "author_link": [], "item_24_alternative_title_1": {"attribute_name": "その他（別言語等）のタイトル", "attribute_value_mlt": [{"subitem_alternative_title": "ゲンダイ イギリス ノ キョウイン ヨウセイ ニオケル ドウコウ ト トクシツ : ガッコウ キバン パートナーシップ コウチョウ ノ リーダーシップ キョウショク ノ センモンセイ", "subitem_alternative_title_language": "ja-Kana"}]}, "item_24_biblio_info_10": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2005-02-08", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "63", "bibliographicPageStart": "53", "bibliographicVolumeNumber": "19", "bibliographic_titles": [{"bibliographic_title": "鳴門教育大学学校教育実践センター紀要", "bibliographic_titleLang": "ja"}]}]}, "item_24_description_7": {"attribute_name": "抄録（日）", "attribute_value_mlt": [{"subitem_description": "本論は現代イギリスの教員養成制度に存在する改革モチーフが「政府による中央集権化」であると了解しつつも,単にそれだけではイギリスの教員養成は捉えがたいという問題意識の下,教員養成にかかわる大学のPGCEコース(学士号取得者対象)の指導者,教員志望学生,教育学研究者らの声を取り上げて教員養成の動向を多様な観点から明らかにし,その特質を作り上げているファクター,すなわち「学校基盤」,「パートナーシップ」,「校長のリーダーシップ」,「教職の専門性」といった教師文化の諸要素を取り出すことを試みたものである。本論で解明された点は次の5つである。(1)イギリスの教員養成には多様なルートがあるが,その原理は学校を基盤とする徒弟的養成であり,それは学校教師が自由主義や個人主義の教育エートスに方向づけられたカリキュラム編成上の自由と専門性を歴史のなかで獲得し行使してきたからである。(2)これを一般に進歩主義教育と称すが,その教師文化は今日も継承されているため中央政府との軋轢・葛藤は不可避である。だが,そのようななか,PGCE学生には教員養成大学と学校,NQTには学校とLEAsといった関係諸機関とのパートナーシップが重視されている。(3)この連携関係のなかで現れつつあるのは,教職の新しい専門性であるが,それは公共性の観点をもった「学級の自由」にかかわっている。(4)新しい専門性をもった教師集団のなかでイニシャティヴをとる校長は,指導,経営・運営の全責任を有しているが,それは近年創設された教員養成機関NCSLのように国家政策がダイレクトに反映する機関で養成するには限界がある。(5)なぜなら,校長のリーダーシップの根幹には,教育哲学,批判的分析能力,独立精神が不可欠であるからであり,今もなおこの校長文化は進歩的な学校を経営し,進歩主義教育をさらに探究するための原動力となっている。", "subitem_description_type": "Other"}]}, "item_24_description_8": {"attribute_name": "抄録（英）", "attribute_value_mlt": [{"subitem_description": "This paper aims to distill the fundamental theories and characters for Teacher Training by the reconstruction of educational ethos based on comments from interviews of PGCE (Post-Graduate Certificate in Education) Programme Leader and Curriculum Leader in Secondary Initial Teacher Training School of Lifelong Learning and Education in Middlesex University, Leader in Leadership and Management of School of Education in University of Birmingham, Professor in University of London, Head of Art and Design Department of Secondary School, and Students of PGCE. Recognizing the motive of the reform of educational systems is taking notice that only doing so is just a beginning step in understanding the motive of education in England. What is found concerning teacher training as a conclusion is the following five points: (a) In Teacher Training in England there are many routes and the principle of training is school-based apprenticeship because teachers have some professional capabilities to proceed by ethos such as independent and liberal attitudes in possession of individuals. (b) Because such a culture of teachers of Progressive Education is inherited and continued, current political frictions and conflicts between teachers and Central Government cannot be avoided, and it is necessary to combine some various partnerships between Universities and schools for PGCE students and between schools and Local Education Authorities for NQTs (Newly Qualified Teachers) together. (c) What is appearing in these relationships is a new professionalism, which demands of teachers some abilities to organise school curriculum oriented to children in every individual school and class from the viewpoints of publicity about education. (d) Headteachers taking initiative for the whole school are required to take responsibilities such as leadership, administrative abilities, and management, in order to give them qualifications as headteachers, NCSL (National College for School Leadership) under the direct control of Central Government as a new organization was founded, but there is some room for taking the unification of NCSL into consideration. (e) It is headteachers who require some knowledge and skill in educational philosophy, analytical intelligence, and independent mentality according to the circumstances of each school, because such a culture controls the Progressive Schools and is the motivating power of exploring Progressive Education more.", "subitem_description_type": "Other"}]}, "item_24_description_9": {"attribute_name": "内容記述", "attribute_value_mlt": [{"subitem_description": "国立情報学研究所『研究紀要公開支援事業』により電子化。", "subitem_description_type": "Other"}]}, "item_24_identifier_registration": {"attribute_name": "ID登録", "attribute_value_mlt": [{"subitem_identifier_reg_text": "10.24727/00025003", "subitem_identifier_reg_type": "JaLC"}]}, "item_24_publisher_11": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "鳴門教育大学学校教育実践センター"}]}, "item_24_publisher_12": {"attribute_name": "出版者(別表記)", "attribute_value_mlt": [{"subitem_publisher": "Research Center for School Education, Naruto University of Education"}]}, 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1100000.0, "url": {"label": "KJ00004020302.pdf", "url": "https://naruto.repo.nii.ac.jp/record/25009/files/KJ00004020302.pdf"}, "version_id": "2a13323c-b2fa-4acd-90f3-62c3c84b8a53"}]}, "item_keyword": {"attribute_name": "キーワード", "attribute_value_mlt": [{"subitem_subject": "イギリス教員養成", "subitem_subject_scheme": "Other"}, {"subitem_subject": "PGCEコース", "subitem_subject_scheme": "Other"}, {"subitem_subject": "学校基盤の徒弟制", "subitem_subject_scheme": "Other"}, {"subitem_subject": "大学と学校のパートナーシップ", "subitem_subject_scheme": "Other"}, {"subitem_subject": "校長のリーダーシップ", "subitem_subject_scheme": "Other"}, {"subitem_subject": "教職の新しい専門性", "subitem_subject_scheme": "Other"}, {"subitem_subject": "進歩主義教育", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Teacher Training in England", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Post-Graduate Certificate in Education", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "apprentice of school-based", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Partnerships between Universities and schools", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Leadership of Headteachers", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "New Professionalism of Teaching", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}, {"subitem_subject": "Progressive Education", "subitem_subject_language": "en", "subitem_subject_scheme": "Other"}]}, "item_language": {"attribute_name": "言語", "attribute_value_mlt": [{"subitem_language": "jpn"}]}, "item_resource_type": {"attribute_name": "資源タイプ", "attribute_value_mlt": [{"resourcetype": "departmental bulletin paper", "resourceuri": "http://purl.org/coar/resource_type/c_6501"}]}, "item_title": "現代イギリスの教員養成における動向と特質 : 学校基盤/パートナーシップ/校長のリーダーシップ/教職の専門性", "item_titles": 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