Silviase/jgov_v1.4_full_ann huggingface dataset:
## Ⅲ 事例一研修科目「インストラクション・デザイン」一

## Ⅲ 事例一研修科目「インストラクション・デザイン」一

## Ⅲ 事例一研修科目「インストラクション・デザイン」

## (2) 「インストラクション・デザイン」の研修テーマ（案） 研究委員会が最終的な整理を行っている科目の研修テーマ等は、次のとおり。

研修テーマ
① 講義・GW-インストラグジョン・デザイン(ID)とは
② 講義・演習学習目標について
③ 講義・演習目標の種類と効果測定
④ 講義・演習目標と分析方法
⑤ 講義・演習目標の形成方法
⑥ 演習・プレゼンテーション・組合
⑦ 演習・発表
⑧ 演習・プレゼンテーションの作成方法
⑨ 演習・作成方法
⑩ 演習・作成方法
⑪ 演習・作成方法
⑫ 演習・作成方法
⑬ 演習・作成方法
⑭ 演習・作成方法
⑮ 演習・作成方法
⑯ 演習・作成方法
⑰ 演習・作成方法
⑱ 演習・作成方法
⑲ 演習・作成方法
⑳ 演習・作成方法
㉑ 演習・作成方法
㉒ 演習・作成方法
㉓ 演習・作成方法
㉔ 演習・作成方法
㉕ 演習・作成方法
㉖ 演習・作成方法
㉗ 演習・作成方法
㉘ 演習・作成方法
㉙ 演習・作成方法
㉚ 演習・作成方法
㉛ 演習・作成方法
㉜ 演習・作成方法
㉝ 演習・作成方法
㉞ 演習・作成方法
㉟ 演習・作成方法
㊱ 演習・作成方法
㊲ 演習・作成方法
㊳ 演習・作成方法
㊴ 演習・作成方法
㊵ 演習・作成方法
㊶ 演習・作成方法
㊷ 演習・作成方法
㊸ 演習・作成方法
㊹ 演習・作成方法
㊺ 演習・作成方法
㊻ 演習・作成方法
㊼ 演習・作成方法
㊽ 演習・作成方法
㊾ 演習・作成方法
㊿ 演習・作成方法
㊽ 演習・作成方法
㊾ 演習・作成方法
㊿ 演習・作成方法
㊾ 演習・作成方法
㊿ 演習・作成方法
㊾ 演習・作成方法
㊿ 演習・作成方法
㊾ 演習

## TCE財団における「中堅教員研修カリキュラム」調査研究への質疑応答・意見・要望

## ＩＴＣＥ財団の研修研究事業、中堅教員研修の必要性

Ⅱ「中堅教員研修カリキュラム」の考え方・構成、実証講習の結果

Ⅲ 事例一研修科目「インストラクション・デザイン」一以上の説明ついて、ご清聴ありがとうございました。

ご質問・ご意見・ご要望がありましたら、お願いします。

本資料をご覧になり、今後の中堅教員研修カリキュラムの策定について、ご意見やご要望がありましたら、（一財）職業教育・キャリア教育財団事務局［FAX（03-3230-2688）またはE-mail（tce-kensyu@sgec.or.jp）］へご連絡をお願いします。
# 第3節 Vocational teacher education and development in Australia —Approaches and lessons—

Hugh Guthrie

(Victoria University, Melbourne, Australia)

## I ntroduction

While there has been a long history of vocational education and training (VET) in Australia, the major impetus for its growth and development as a sector of education started with the Kangan report in 1974 (Kangan 1974). The sector grew rapidly from that time. This growth created a strong demand to train new teachers. Over time, there was an increasing demand for on-going development to complement the training of new teachers and to grow and develop the skills of existing teaching staff. This short paper describes how VET teachers are initially educated and trained, and how they are subsequently developed. The paper also summarises some of the lessons learnt from a range of government-funded reports as well as academic and other research on the topic. A number of the most recent of these have been referenced - with hyperlinks - at the end of this paper.

## The VET sector in Australia

The VET sector is large. In 2011 the publicly-funded system had an operating budget of around A$7.9 billion, and about 1.9 million Australians across a wide age span participate in its courses (NCVER 2012). In addition, structured but non-formal training as well as informal learning on the job also takes place, but this is not formally counted as part of Australia’s vocational education and training effort. The VET sector is part of Australia’s tertiary education sector, but the boundaries between VET, adult and community (ACE), higher education and schools are blurred.

Over the years the members of the Australian workforce have had an increasing range of formal training and qualifications available to them. This has led to a growing number of VET providers, places of delivery and the need for a larger and more diverse education and training workforce. There are around 5000 providers of VET in Australia. Most of them are private. Others are based in enterprises. The great majority of these providers are quite small and offer a relatively narrow range of courses. There are, however, about 60 large public providers, most commonly known as TAFEs (Technical and Further Education institutes or colleges). Others are dual sector universities, which offer studies across the tertiary education spectrum. The quality of the VET workforce - its vocational currency and the quality of the teaching and learning experiences it provides - is seen as crucial to the workforce capability of all the other industries the sector services. VET therefore has key responsibilities in preparing individuals for work and life. VET’s learners are drawn from increasingly diverse backgrounds, including marginalised people and ‘at risk’ groups. In addition,
and to meet the needs of both industry and individual learners, the VET workforce needs to be increasingly flexible, innovative and responsive (Skills Australia 2010).

## V ET teachers and teaching

The numbers of those in the VET teaching workforce is difficult to determine. The most recent estimates (Productivity Commission 2011), put the numbers at about 73,400 TAFE employees, of whom the majority would be involved in a teaching role at least to some extent. They estimate that about another 150,000 workers are involved in VET delivery by non-TAFE providers, but note that higher numbers have been suggested by others (e.g. Guthrie 2010a).

VET teachers are dual professionals in that they are - or should be - not only vocationally qualified and current but also skilled and qualified teachers. VET’s teachers are older than the general Australian workforce and are more highly casualised (NCVER 2004, Guthrie 2010a, Productivity Commission 2011). Research (NCVER 2004) suggests that VET teachers’ work roles have expanded and diversified, and the balance between these roles is changing. They are required to work in an increasing range of contexts - institutions, schools, online and workplaces. They are called upon to develop a wide range of relationships with industry, to develop skills in providing work placements and career advice, and to perform a wide range of administrative and management functions. They may act as consultants to enterprises and help develop customised approaches to training for them. They need skills in teaching, assessing and developing training programs and resources, including being able to make best use of appropriate learning technologies. All of this requires a sound basic teacher education, the possibility of acquiring further and higher qualifications as well as access to, and active participation in, on-going professional development.

## Teacher education

In earlier days VET teachers were generally supported by their system or institution to obtain a diploma (later a bachelor degree) in VET teaching. With the diversification and increased casualization of the teaching workforce the mandated qualification is now at Certificate IV level, and has been so for some time. Research suggests that, when taught well and if the teachers are appropriately supported and mentored in their early career, this qualification provides most of the foundational teaching skills needed (Guthrie et al. 2011). However the current qualification and its predecessors have had significant quality issues (Guthrie 2010b, c: Productivity Commission 2011) which has diminished the value of the qualification and thrown doubt on the quality of VET's teachers. Other options for VET teacher education are available and mostly undertaken after teachers have acquired the foundational qualification and gained some practical experience. Diploma level programs are available, as are associate degrees, a range of bachelor level programs and graduate certificates and diplomas. Masters level studies can be undertaken, and this is an option taken up by
a number of teaching staff and managers in mid-career. Higher level qualifications are mandated for promotion in some Australian states and territories, and particularly in public institutions. However, if the trends Guthrie et al. (2011) found have continued, there is an increasing pressure on many of the university level qualifications in particular, and the continued survival of a number of them is unsure. One solution that needs to be explored more vigorously is offering university level VET teaching qualifications as flexibly as possible. At present only a small number of universities offer such courses through distance education or on-line options.

## Teacher development

Initial and post-initial formal education is not enough. To provide the diversity and flexibility of education and training needed for Australia’s VET teachers a wider range of less formal programs is also required. This includes non-formal programs offered within VET teaching institutions themselves, or by a range of other agencies as well as informal learning and development which takes place in and through normal work. These need to occur throughout a teacher’s career, beginning at entry. The process should begin with a process of induction and support which involves an orientation to the sector, the organisation and the teaching team as well as a program of structured training, observation and supervision, collegial support, mentoring and professional networking. However current programs of induction and teacher support are variable in quality, if even available at all.

In the past Australia’s federal government has provided funding to support national programs of professional development. However, this funding has now largely dried up, and so the burden has fallen on individual state and territory systems and agencies, and individual providers. On-going professional development, maintaining and enhancing both their vocational and teaching skills is also a regulatory requirement and is therefore the responsibility of both teachers and the institutions for which they work. Nevertheless, getting the balance right between maintaining vocational currency and enhancing teaching skills presents considerable challenges in Australia, especially in a sector where the public funding received for delivering teaching and training services is ‘tight’ and there is therefore little surplus available to fund professional development and quality improvement. Good practice in professional development is also dependent on sound planning and human resource management approaches at institutional level, a willingness by teachers to participate, the right organisational culture as well as access to the time, funding, and the well trained more senior and experienced colleagues willing to provide support to their more junior or less experienced colleagues. In general, too, the sector’s many casual teaching staff find it hard to access professional development unless they are willing to pay for it or find the necessary unpaid time themselves.

Messages and lessons
This range of research has a number of messages and lessons for those developing and implementing formal programs of VET teacher education as well as their on-going development. While appropriate to Australia, these may also have relevance for other vocational education systems, including Japan’s.

Message 1: With a large, diverse and casualised teaching workforce a relatively low level of foundational teaching qualification is suitable. However, it must be delivered well and enhanced by further guided experience, formal training and professional development (Guthrie 2010c). In addition, those undertaking any foundational qualification require adequate support both during and after its completion. Too little attention has been given to providing comprehensive support for beginning VET teachers.

Lesson 1: As there are well known quality issues with the foundational teaching qualification, and it is offered by a very large number of institutions, there is an argument for placing more significant limitations on the number of institutions that can deliver it. Another possibility is to develop a rating scheme to identify and recognise high quality provision (Guthrie 2010c). In addition, more attention needs to be given to the pathways between all levels of formal teaching qualifications, and to develop programs that allow the specialist skills needed to be developed or formally recognised.

Message 2: There has been too great a policy focus on the form and content of the formal foundational program. This has drawn the attention of policy makers and the leaders and managers within individual teaching institutions away from how best to provide, fund and manage on-going professional and workforce development. It could be argued that this aspect of professional development is as - if not more - important than providing a sound foundational qualification.

Message 3: Any approach to professional development should be part of a wider and holistic approach to improving the quality of vocational education and the teaching programs offered by the sector. There are two issues: first, there is no one organisation or body to take responsibility for teacher development. Responsibility is divided and fragmented. It is therefore difficult to achieve real change. Second: professional and workforce development tends to concentrate on immediate and rapidly changing imperatives driven by policy. This means that there is insufficient time and resources to undertake the professional development which might effect real change. In addition, professional development for VET teachers has often adopted an event-based approach, and while these have value, it is believed that professional development approaches such as communities of practice or problem-based approaches which are sustained over a significant period have a greater value. In addition professional development approaches have to be re-oriented to make better use of informal and non-formal but structured learning that occur within providers and through normal work.
Lesson 2: Link professional and workforce development strategies strongly to organisational business strategies and the particular roles VET teaching staff need to undertake in their work. It is important to get the balance right between improved pedagogical skills and the maintenance of vocational currency when designing professional development for teaching teams and the individual teachers within them.

Lesson 3: Human resource management practices need to be developed that encourage a planned as well as a serendipitous approach to professional and workforce development. This involves processes where teaching staff are challenged; exposed to new ideas; encouraged to learn, and learned by doing; able to consolidate their learning by immersion in the professional development process and through active reflection. It is important that teachers network both within and outside their organisation.

Message 4: The leaders and managers of teaching institutions play a key role in how well professional and workforce development is supported. They must also explore the best ways to recruit - and retain – the best possible staff. Amongst other things this requires that they give attention to job design, industrial terms and conditions and the quality of their teachers' working lives.

Lesson 4: Ensure that professional and workforce development approaches are effectively linked to the teaching institution’s performance review system (Guthrie and Clayton 2010).

Message 5: Australia lacks an understanding about the size and characteristics of its teaching workforce and the range of work teachers do. The lack of this fundamental knowledge affects the extent to which those with influence in and over the sector can think, plan and act strategically, and shape policies and practices that develop and sustain the skills of VET's teaching workforce. It has been argued by some that a national VET workforce development plan is needed (e.g. Wheelahan & Moodie 2011), although others argue that this is not necessary (e.g. Productivity Commission 2011). There have also been attempts to develop capability frameworks to describe the work VET teachers do and the level of their expertise, but it has been difficult to formulate a comprehensive capability framework given the diversity of the work VET teachers do. A data standard has been developed for the VET workforce and its characteristics, but it is unclear when or if it will be implemented despite a strong belief that such data are needed for workforce planning at a variety of levels.
References cited and other resources on VET teacher education and development in Australia

Guthrie, H. (Ed.) (2010a) Vocational education and training workforce data 2008: A compendium. Adelaide: NCVER

Guthrie, H. (2010b) A short history of initial teacher training. Adelaide: NCVER

Guthrie, H. (2010c) Professional development in the vocational education and training workforce. Adelaide: NCVER

Guthrie, H. & Clayton, B. (2010) Building capability in vocational education and training providers: The TAFE cut. Adelaide: NCVER

Guthrie, H., McNaughton, A. & Gamlin, T. (2011) Initial training for VET teachers: A portrait within a larger canvas. Adelaide: NCVER

Kangan, M. (1974) TAFE in Australia: Report on needs in technical and further education. Canberra: Australian Government Publishing Service

NCVER. (2004) The vocational education and training workforce: New roles and new ways of working – At a glance. Adelaide: NCVER

NCVER. (2012) Australian vocational education and training statistics: Pocket Guide. Adelaide: NCVER

Productivity Commission. (2011) Vocational education and training workforce: Research report. Melbourne : Productivity Commission,

Skills Australia. (2010) Australian workforce futures: A national workforce development strategy. Canberra: Skills Australia (now the Australian Workforce and Productivity Agency - AWPA)

Wheelahan, L & Moodie, G. (2011) The quality of teaching in VET: Final report and recommendations. Canberra : Australian College of Educators.
# Vocational teacher education and development in Australia: Approaches and lessons

Hugh Guthrie

Principal Research Fellow

9 March 2013

vu.edu.au

CRICOS Provider No: 00124K

## Background

• VET is a large sector – 1.9m students, A$7.9 billion budget

- It is diverse: the students/learners, places of delivery, approaches to delivery

• Wide range of providers: public, private, enterprise-based

• Large number of providers, mostly small and private

• It is industry-led

• Education and training is formal, non-formal and structured and informal

• The Australian VET sector is highly regulated

• Australia’s VET workforce is seen as needing to be flexible, innovative and responsive – particularly the teachers

## V ET teachers and teaching

• Number of teachers/trainers is hard to estimate.

They are older than the general Australian workforce and many are employed as casuals

• They are seen as dual professionals.

• Part of regulatory requirements is that teachers are vocationally current, and that they are skilled and qualified teachers/trainers

• However, their work roles have expanded and diversified with time.

• If they could meet all the roles they would be a superhero!

## Formal teacher education

• They need a sound basic teacher education

• The current minimum qualification is a Certificate IV

• Other formal qualifications are available at Diploma, Associate degree and Bachelor degree levels

• There are also post-graduate studies at Graduate Certificate and Diploma levels as well as Masters degrees

## Teacher development

In addition to formal programs:

•Non-formal programs, plus using work and the workplace as a site of informal learning are required

•Beginning teachers need a good induction program and on-going support in early career – but often do not get it

• Professional networking and Communities of Practice are valuable and valued

Is a shared responsibility between agencies, institutions and the individual teacher/trainer

Solutions include:

Linking professional development better to organisation’s strategic planning processes

Linking it better to the HRM performance management systems and processes

## The messages and lessons

• Getting the foundational teaching qualification right

• Addressing the quality issues with the foundational qualification and providing proper induction and support

• Too much policy focus on the foundational qualification at expense of higher level qualifications and on-going professional development

- Professional development approaches for VET teachers need to be strategic and holistic rather than concentrating on short term and immediate imperatives

• Responsibility for professional development is divided, fragmented and under-funded
## The messages and lessons

- Get the balance right between maintaining vocational currency and improving/broadening other skills – especially in relation to teaching and assessing

- An institution’s leaders are critical to sound approaches to teachers’ training and development. So is the organisational culture.

- Australia does not understand much about the size, characteristics and capabilities of its VET workforce, but this understanding is crucial to sound workforce planning, policy development and high quality local practices

## CONTACT DETAILS

Hugh Guthrie

Principal Research Fellow

Work-based Education Research Centre

Victoria Institute for Education, Diversity and Lifelong Learning

PHONE +61 3 99198529

MOBILE +61 478 405 785

EMAIL hugh.guthrie@vu.edu.au
## 第4節 コミュニティ・カレッジ教員の専門的資質と特性

ジョイス 津野田幸子（聖徳大学、ハワイ大学コミュニティ・カレッジ名誉総長）

翻訳：飯田直弘（九州大学）

## はじめに：ハワイ大学コミュニティ・カレッジのプロフィール

コミュニティ・カレッジ教員に必要とされる資格と特性について議論を始める前に、「コミュニティ・カレッジ」とは何かを理解することが重要である。典型的な米国のコミュニティ・カレッジの哲学の基盤、それに伴う運営環境はいかなるものか、どのような人々が学生となっているのか、どんな教育プログラムやサービスが提供されているのか、コミュニティ・カレッジは高等教育ネットワークの中でどのような位置づけにあるのか。

これらの点について話をする前に、まずハワイ大学コミュニティ・カレッジが最近作成した簡単な PowerPoint 資料をご覧いただきたい。

## 教授・研究が求められるコミュニティ・カレッジの教員

ハワイ大学コミュニティ・カレッジ（UHCC）は典型的な米国のコミュニティ・カレッジで、ある特色を持っている。UHCCは10校のキャンパスから構成されるハワイ州立高等教育システム、ハワイ大学（UH）、の一部として確固たる地位を築いている。7校のコミュニティ・カレッジには、UHシステム全体の大学生数の約60％が在籍している。これらの学生の年齢層は18歳から60歳以上と幅広く、それぞれが就職や4年制学士課程への編入を目的として290以上の学位・資格取得プログラムのいずれかを受講している。PowerPoint資料では触れていなかったが、4年制大学からコミュニティ・カレッジに編入する学生や、コミュニティ・カレッジと4年制大学の両方で同時に単位を取得する学生も数多く存在する。オンライン授業の受講によりこのような選択肢が可能である。

つまり、コミュニティ・カレッジは教育機関であり、米国では高等教育セクターに属している。コミュニティ・カレッジは入学志願者に対して門戸を開放しており、18歳あるいは高校卒業レベルの志願者は入学試験無しで進学できるシステムとなっている。そのため、コミュニティ・カレッジ教員は適切な専門資格を持つと共に、多様なバックグラウンドと能力を持つ学生を教え・サポートする意思と能力も持ち合わせていなければならない。これは誰もができる仕事ではないのである。

学究の徒が集まる高等教育機関の一員として、コミュニティ・カレッジの教員には「教育」、「研究」、「社会貢献」の3つの職業的責任の遂行が求められている。この3つの中でもとりわけ「教育」＝「教えること」が重視されており、コミュニティ・カレッジの教員は「教職者の学識」への従事が奨励され、またそれが評価対象にもつながっている。

この「教職者の学識」という言葉は、カーネギー教育振興財団理事長であった故アーネスト・ボイヤー博士が1980年代に紹介されたものである。かつて米教育省長官を務めたボイヤー博士とカリフォルニア大学バークレー校のパトリシアＫ・クロス教授は、私が
UHCC 総長として在職していた 20 年間、師と仰いだ先輩方である。彼らは高等教育全体において優れた教育指導(teaching)の重要性を説いている。かつてボイヤー博士は、次のように主張している。

「…コミュニティ・カレッジのすべての教員が執筆業も行う研究者ではないが、各員は献身的な学究の徒であるべきで、ここには技術および実践的教育に携わる者も含まれる。しかし、これが現実的目標であるためには、学識の意味を広げねばならない」

「研究を通じた知識の発見という学識以外にも、カリキュラム開発を通じた知識の統合、世の中に貢献するための知識の応用という学識、そして特に、効果的な教授法を通じた知識の提供という学識を認識することも重要だ。これらはコミュニティ・カレッジにとって、極めて重要な分野である」([Building Communities: A vision for a New Century] American Association of Community and Junior Colleges, 1988, pp. 26-27)

パトリシア・クロス教授が主張したのは、教員が最も効果的であるためには、それが行われる場所においても、自分の授業を評価できる、授業の研究者とみなされる必要があるということであった。実際に授業の評価をするというこのアプローチにより、教員には自身の教授方法と学生の学習内容の関連性が明確になる。その結果、教室が教育と研究両方ができる環境となる。

## 教授・学習環境の活性化

「教えることと学習すること」というコミュニティ・カレッジ教員の哲学を実践するためには、それに対応する組織方針および運営実務が機能している必要がある。これらには、(1)募集、(2)採用、(3)業績評価、(4)昇進および継続雇用あるいはテニュア、(5)報酬および大学教員の職位と肩書、そして最も重要な(6)報酬と表彰のインセンティブに関する方針および運営ガイドラインが含まれる。これらの方針および実務は明確かつ広く理解され、公正に実施されねばならない。そして最も重要なこととして、これらの人事方針および実務はコミュニティ・カレッジの使命を「称賛する」精神と共に実行される必要がある。多少きどった表現になるが、コミュニティ・カレッジを、高等教育における「優れた教授機関」であるとともに「質の高い教育指導を最も重要視する」という共通の使命を積極的に促し実践することで、共通のアイデンティティや一体感、教員やスタッフが等しく抱く誇りといった感情を育むことが可能となる。ハワイでは、これを「オハナ」、つまり「家族」のきずなどと称している。

報酬および表彰（R & R: Reward and Recognition）の制度も不可欠である。「R & R」は教員およびスタッフの能力開発にとって極めて重要な要素であり、各カレッジおよびハワイ大学システム全体における健全な学習環境の構築に必要な「接着役」を果たしていると言える。そして、コミュニティ・カレッジの教員が高いレベルを保ち、期待に適応する