Nazarbayev Intellectual Schools Қазақстан республикасы білім және ғылым министрлігі «назарбаев зияткерлік мектептері»
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| 1 Nazarbayev Intellectual Schools ҚАЗАҚСТАН РЕСПУБЛИКАСЫ БІЛІМ ЖӘНЕ ҒЫЛЫМ МИНИСТРЛІГІ «НАЗАРБАЕВ ЗИЯТКЕРЛІК МЕКТЕПТЕРІ» ДББҰ ПЕДАГОГИКАЛЫҚ ШЕБЕРЛІК ОРТАЛЫҒЫ МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН АОО «НАЗАРБАЕВ ИНТЕЛЛЕКТУАЛЬНЫЕ ШКОЛЫ» ЦЕНТР ПЕДАГОГИЧЕСКОГО МАСТЕРСТВА MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN AEO «NAZARBAYEV INTELLECTUAL SCHOOLS» CENTER OF EXCELLENCE «МҰҒАЛІМНІҢ КӘСІБИ ДАМУЫ: ДӘСТҮРЛЕРІ МЕН ӨЗГЕРІСТЕРІ» атты Қазақстан Республикасы Тәуелсіздігінің 20 жылдығына арналған ХАЛЫҚАРАЛЫҚ ҒЫЛЫМИ- ТӘЖІРИБЕЛІК КОНФЕРЕНЦИЯ
МЕЖДУНАРОДНАЯ НАУЧНО-ПРАКТИЧЕСКАЯ КОНФЕРЕНЦИЯ «ПРОФЕССИОНАЛЬНОЕ РАЗВИТИЕ УЧИТЕЛЯ: ТРАДИЦИИ И ПЕРЕМЕНЫ», посвященная 20-летию Независимости Республики Казахстан научные доклады INTERNATIONAL SCIENTIFICALLY-PRACTICAL CONFERENCE «TEACHER PROFESSIONAL DEVELOPMENT: TRADITIONS AND CHANGES» dedicated to the 20 th anniversary of independence of the Republic of Kazakhstan report book Астана, 2011 ж. 5-6 желтоқсан Астана, 5-6 декабря 2011 г. Astana, 5-6 December, 2011 2 Nazarbayev Intellectual Schools УДК 37.0 ББК 74.04 П 84 Баспаға «Назарбаев Зияткерлік мектептері» ДББҰ Педагогикалық шеберлік орталығының Әдістемелік кеңесі ұсынған Рекомендовано к печати Методическим советом Центра педагогического мастерства АОО «Назарбаев Интеллектуальные школы» Recommended for publication by Methodological Council of Center of Excellence AEO «Nazarbayev Intellectual Schools» Шығарылым үшін жауапты: педагогика ғылымының кандидаты, доцент И.У. Аушева, К.А. Бәкіров; Б. Ғабдоллақызы; Ж.Қ. Нұрғожина. Ответственные за выпуск: кандидат педагогических наук, доцент Аушева И.У., Бакиров К.А.; Ғабдоллақызы Б.; Нургожина Ж.К. Responsible for editorial production: candidate of pedagogical sciences, associate professor I. Ausheva, K. Bakirov; B. Gabdollakyzy; J. Nurgozhina. Рецензенттер: педагогика ғылымының докторы, профессор Б. Әбдікәрімұлы; техника ғылымының кандидаты, доцент Ә.М. Нұрғожина. Рецензенты: доктор педагогических наук, профессор Абдыкаримулы Б.А.; кандидат технических наук, доцент Нургужина А.М. Reviewers: doctor of pedagogical sciences, professor B. Abdykarimuly; candidate of engineering, associate professor A. Nurguzhina. Мұғалімнің кәсіби дамуы: дәстүрлері мен өзгерістері: П. 84 Халықар. ғыл.-тәжір. конф. баянд. жинағы (Астана қ., 2011 жылғы 5-6 желтоқсан) – Астана; «Назарбаев Зияткерлік мектептері» ДББҰ Педагогикалық шеберлік орталығы, 2011, - ... б. Профессиональное развитие учителя: традиции и перемены: П 84 Сб. докл. Междунар. науч.-практ. конф. (г. Астана, 05-06 декабря 2011 года) – Астана: АОО «Назарбаев Интеллектуальные школы» Центр педагогического мастерства, 2011, - ... с. Teacher professional development: traditions and changes: P 84 Rep. book. Intern. scient.-pract. conf. (Astana, 05-06 December, 2011) - Astana: AEO “Nazarbayev Intellectual Schools” Center of Excellence, 2011, - ... p. ISBN 978-601-280-281-8 Nazarbayev Intellectual Schools 3 Бұл жинақта педагог кадрларды даярлау мен біліктілігін арттырудың Мұғалімнің кәсіби дамуының болашағы; Табысты мұғалім – қоғамның әлеуметтік тапсырысы; Ақпараттық технологиялардың мұғалімдердің кәсіби дамуындағы маңызы сияқты басым бағыттары бойынша сараланған «Мұғалімнің кәсіби дамуы: дәстүрлері мен өзгерістері» халықаралық ғылыми-тәжірибелік конференциясына қатысушылардың ғылыми баяндамалары жарияланған. В настоящем сборнике опубликованы научные доклады участников Международной научно- практической конференции «Профессиональное развитие учителя: традиции и перемены» по приоритетным направлениям подготовки и повышения квалификации педагогических кадров, определившим содержание работы секций: Перспективы профессионального роста учителя; Социальный заказ общества – эффективный учитель; Роль информационных технологий в профессиональном развитии учителя. Scientific reports of the participants of «Teacher professional development: traditions and changes» international scientifically-practical conference, in the priority areas of training and professional development of teachers, which determined the content of the sections: Teacher professional growth perspectives; Social order of the society – effective teacher; The role of IT in teacher professional development are published in this book.
Педагогикалық шеберлік орталығы ISBN 978-601-280-281-8 © АОО «Назарбаев Интеллектуальные школы» Центр педагогического мастерства ISBN 978-601-280-281- 8 © АEO «Nazarbayev Intellectual Schools» Center of Excellence 4 Nazarbayev Intellectual Schools Hiroyuki Kuno Ph.D., Associate Professor Aichi University of Education (Japan) CONCEPTUALIZING LESSON STUDY AS CHANGE MANAGEMENT RECIPE Introduction Since “rejoining” to the world history in 1868, Japanese had introduced new knowledge and way of thinking from developed countries, especially the west Europe. In 1872, Japanese government established modern school system, then in a couple of decade teachers’ educators in teacher’s colleges and also teachers in schools had been influenced from philosophy of child-centered learning transferred from Europe. Lesson Study in Japan was originated from this philosophical concept of human development and spread to schools in 1910’s and 1960’s synchronous with democratic movement of society. Then since 1970’s Lesson Study has been fixed at almost of all schools as an essential process for teachers’ professional development. On these historical backgrounds, the Lesson Study has been stabilized as a culture and nature of school-based teacher training in Japan. This long history of Lesson Study in Japan gives rich benefits to schools and teachers in one hand, and in another hand it brings some difficulties in practice such as losing teaching and lesson observation skills that has established in 1970’s, and motivation to improve their own lesson continuously. Almost of all teachers draw their idea into Lesson Plan at least once a year and realize it in the Research Lesson, then reflect it in the Post-Lesson Discussion Meeting with their colleague. This established Lesson Study system should be innovated and passes to younger generation for further development. This is the situation that Japanese Lesson Study is confronting at present. This paper tries to describe relocation of Lesson Study model from point of view of “Change Management Recipe” in order to improve it and exam its feature and possibilities. Thorough this paper the author tries to find a way to raise Lesson Study into high quality of Teachers’ Professional Learning and school improvement in Japan, as well as in Asian countries. 1. Lesson Study via Change Management Recipe Lesson Study as school-based teacher training program includes following basic processes: developing and composing a Lesson Plan; examining the plan in a Research Lesson (RL); reflecting RL in a Post-Lesson Conference (PLC); and acquired results from PLC will be plasticized in daily lessons for improving teachers’ teaching ability. This process is most popular and basic unit of Lesson Study program in Japan, and in the world as well. This process can be seen as a change management recipe that is normally drown as a model of “Plan-Do-Check-Action” cycle, and in this paper the author tries to conceptualize Lesson Study Model as change management recipe (see Fig.1).
In “P-phase” as in the level, a relevant teacher for Research Lesson will make a concept of the lesson with composing a Lesson Plan. Pr- Lesson Meeting will be set up within the grade Fig. 1 Changed Management Recipe
- Pre-check of Lesson Plan - conduct Research Lesson - conduct Post-Lesson conference - continual Lesson improvement
Nazarbayev Intellectual Schools 5 teacher team or subject committee for detailed check. Generally making Lesson Plan needs to refine draft plans a few times in order to make clear its purposes, methods and structures of the Research Lesson. In “D-phase” as in the things. There are many ways to observe “aspects of children” during Research Lessons such as filming a lesson in video, documenting a lesson in scripted record or observation of sample children/students. In “C-phase” as in the processes of children through collected data of the lesson from scripted lesson documents or video footage, and verify results whether lesson purposes, methods and its structures are appropriate or not. The PLC is an occasion to search keys or find assignments for further improvements of teachers’ skill and quality of lessons. In A-phase as in the These PDCA cycle can be known as “Lesson Study Management” plays key roll for establish of Lesson Study program for both of the schools that newly introduced the concept of Lesson Study and also schools that has already established school improvement system under cooperate of teachers. This cycle shows lesson is not under possession of individual teachers or secret of classroom kingdom. Lesson is common resources among young and skilled teachers include principal or curriculum managing teachers. It is significant in the “P- phase” , in which Lesson Plan will be refined with some draft plans through discussions, teachers exercise ideas with their colleague teachers by simulating how a lesson takes place in the Research Lesson. The previous exercise on the Lesson Plan allows finding possible improvements or difficulties in aspects that you may not have seen on your own. The Lesson Study Management is a concept of whole of Lesson Study program and its cycle from preparing a lesson to improvement of the lesson in the next stage. The Lesson Study Management is not limited on writing or revising of Lesson Plan or conducting research lessons, but that is whole process or cycle of continual and essential lesson improvement and school development. 2. Linking Macro and Micro PDCA Cycles of Lesson Study Introducing a couple of Research Lesson in the school is not enough effective for improving individual practices, because success or failure of a Research Lesson likely depends on skills of individual teachers. Normally a school consists of different skilled and careered teachers those who belong at different levels: beginning, young, middle and experienced. It is imperative to establish a Lesson Study program that covers an entire school so that teachers have opportunity to enhance their skills through cooperation with colleagues to create Lesson Study cycle. Fig. 2 Macro cycle of Lesson Study Management
PDCA PDCA
PDCA
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6 Nazarbayev Intellectual Schools Figure 2 shows a model of a “macro cycle of Lesson Study”, which aims to improve quality of Lesson Study programs through a year. This macro cycle is a tool to develop a scheme for Lesson Study programs and is also a program to improve the nature of mid- and long-term Lesson Study programs that aim to learn from each other. Therefore to organize Lesson Study program leads to establishing teachers’ professional learning community in that all teachers cooperate to improve their teaching skills each other as expert and specialist of subject and lesson development, and as colleagues in the school. Figure 3 shows an annual flow of Lesson Study programs. It is recommended to organically relate the three management cycles as layers in order to reinforce Lesson Study programs with the concept of Lesson Study Management: The first cycle is to establish and improve a Lesson Study program with the annual level “Macro cycle”; The second cycle is to improve skills to practice and observe lessons with the “Basic cycle” that is based on a single practice of a Research Lesson; The third cycle is to develop a skill to conceptualize lessons with the “Micro cycle”, in that to be prepared a detailed Lesson Plan.
Without organizational learning vision and mission by all teachers and staff, significant improvements for quality of Lesson Study are not achieved. It does not sufficiently help if efforts are simply preparing an annual plan or taking leadership by one of few leaders as like school principal or curriculum manager. The improvements need prolonged activities that at last more than one school year unless your purpose is to withstand an annual inspection by the board of education or other institution. In addition to the leadership of the principal, mid-level leaders such as a lesson study chief or curriculum coordination chief need to carefully make planning and pick up voices from department meetings and flexibly and confidently run Lesson Study programs. Otherwise, the scheme to support Lesson Study for a school year or longer cannot be established. Therefore, it is necessary to develop in-school organizations for Lesson Study. The following shows examples of organization for the Lesson Study. 3.1.1 Lesson Study Promotion Committee The committee is substantially responsible for promoting a research lesson based on instructions and counseling from principal, vice-principal or core teachers for school research. It is composed of a lesson study chief, curriculum coordination chief, chief of subjects/grades teams and involved other responsible members to facilitate the practical research. The major responsibilities of LS promotion committee are as follows: • To developing aims and strategies; to make an action plan to promote practical research • To establish organizations and Lesson Study annual programs, • To plan and run the LS promotion committee and teachers conference, and • To assign external lecturers; to coordinate for Research Lesson teachers
All teaches and staffs participate in the teachers’ conference. Aims and strategies of school development and study are made decision in this conference. The major responsibilities of teachers’ conference are as follows: • To check and make decisions on proposals from the promotion committee, • To conduct Research Lessons, Pre-check of Lesson Plan and Post-Lesson Conference; and other training programs, and • To discuss and reflect of result of Lesson Study program
n o f t he fir st p erio d Res ear ch L esso n Res ear ch L es so n Re fle ct o f L S p ro gra m & s tu dy th em e
n o f t he th ird pe rio d Res ear ch L esso n Re fle ct o f L S p ro gra m & s tu dy th em e
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P D C P D C P D C A P PDCA
PDCA PDCA
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“Macro cycle” in Annual LS program “Basic cycle” in Research Lesson Plan – Do – Check - Action “Micro cycle” in Lesson Plan composition Fig. 3 Three Lesson Study Management cycles in annual flow Nazarbayev Intellectual Schools 7 According to a research theme of the school, it is organized and founded such as subject committees or grade committees. The major responsibilities of subject committees/grade committees are as follows: • To develop and practice an annual plan for Lesson Study for each subject or grade, • To plan and conduct a Research Lesson as well as Post-Lesson Conference, • To review Research Lessons of the term and to plan for the next term, • To review committees annual activities and to revise them for the next school year
According to school sizes or study themes, frequencies and scales of Research Lessons as part of Lesson Study programs highly vary. Some schools that have nominate as pilot or project school to fulfill their study themes by the board of education and have targets towards particular Lesson Study themes. On the contrary, others may not be very familiar with Lesson Study as teachers’ training program and their achievement and result has been still remained at poor level. In these cases, what should be a key to promote high quality Lesson Study program? The Lesson Study can be an answer to change the current situation of the school and clarifies an image to improve. In order to improve the quality of Lesson Study programs, a large number of practices of Research Lesson are not necessary. Specifying aims and strategies of Lesson Study programs and a constructional approach are effective for this purpose. The following is an example of a constructional approach for Lesson Study programs: Firstly, a “Standard Research Lesson” organized by only school staff without external lecturers or advisors. This should be held three to four times per year (depends on school size) involved subject and grade committee. The purpose of this Lesson Study is for each participant to clarify his/her own theme and to improve lesson skills through collaborated reviews on a Lesson Plan with collogues (Micro cycle of LS management). This may be conducted along school years and seek particular theme for subject /grade committee. Secondly, to conduct a Research Lesson as a “Special Research Lesson”, that provides teachers’ external consultation for instance during inspection by the board of education of the local government and involves all teaching stuff of the school. This should be held two to three times per year. The Special Research Lesson should be organized by a teacher on request in the aim of his/her skill development that will be share with his/her colleagues. They should be assigned according to teachers’ experiences, subjects or other factors. Thirdly, to invite an external lecturer and conduct a Research Lesson as an “Extended Research Lesson” that targets to set a common goal image for all school staff and will be held once or twice per year. This Extended Research Lesson should be organized as a model lesson for all school staff to have a common understanding regarding their study theme and its contents should encourage raising issues. The important thing is to locate these three types of Research Lessons on one year long PDCA cycle that was shown in Fig.3 as Macro cycle of Lesson Study management, and to share significances and directions of each style of Research Lessons and their roles among staff. жүктеу/скачать 9,34 Mb. Достарыңызбен бөлісу:
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