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Papers - Sakuma, Aki

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教師と研究者が実践を語り合う意義と葛藤－ナラティブ・アプローチによる授業研究の再評価

佐久間亜紀, 菊池友也

教育方法　語り合いを生む教育実践研究 (図書文化) 53 2024.11

Research paper (scientific journal), Joint Work, Lead author

A Response to Mayumi Horiuchi’s Book from the Standpoint of Historical Research on American Women Teachers

Sakuma Aki

Women and Gender in History (Japan Women's History Network) 11 ( 0 ) 64 - 65 2024.02

ISSN 21884331

“Why are We Running Short of Teachers Even as the Birthrate Declines?”: A Case Study of the Teacher Shortage in Public Schools in X Prefecture in Japan

Sakuma Aki, Shimazaki Naoto

Educational Studies in Japan (Japanese Educational Research Association) 18 ( 0 ) 191 - 210 2024

ISSN 18814832

This paper examined the actual circumstances of the recent teacher shortage in public elementary and junior high schools in X Prefecture. Although teacher shortages had been reported, few previous studies had investigated them empirically.With the cooperation of all five branch offices of the Board of Education, data were collected through three surveys: 1) a questionnaire survey in June 2021 of the branch offices, 2) three interview surveys in July 2021 of the administrative officers at the town level, and 3) a 2019-2021 visiting survey of the branch offices of X Prefecture and of four towns.First, the actual amount of shortage as of May 1, 2021 was scrutinized by the questionnaire survey, clarifying the shortage into three stages. 1) Positions for 1,971 full-time teachers with tenure were unfilled as the first stage. 2) Teachers without tenure were subsequently recruited, still leaving 150 unfilled positions as the second stage. 3) Finally, part-time teachers were recruited, still leaving 115 unfilled positions as the third stage. 4) In the end, each school was required to manage by themselves. This survey also made it clear that the teacher shortage increased in each term because more and more teachers left work due to childbirth or illness, with no substitutes. This suggests that the design of the first national teacher shortage survey by the Ministry of Education in July 2021 should be redone, as it focused only on the condition of the first term.Second, the paper disclosed that the teacher shortage had increased since 2018 in this prefecture. This was caused by multiple factors at micro/mezzo/macro levels at each stage. 1) There were three background factors for the first stage. (1) Although the numbers of teachers were strictly determined by national law, the government had made no improvements for 41 years. The local government had additionally decreased teacher numbers in order to prepare for a teacher surplus in the future, based on the declining birthrate. However, teacher demands were enlarged by the increase of children with special needs. (2) Administrators were reluctant to hire teachers with tenure. The risk of the prohibited surplus of teachers was multiplied because of the increased number of small and mutable special education classes. (3) The applicants for hiring exams decreased. Teaching itself was not as attractive as before. (4) Maternity leaves not only increased but grew longer. 2) The shortage in the second stage was caused by the lack of teachers without tenure. Few teachers were on the candidate list because most of them were already hired with tenure. 3) The shortage in the third stage was caused by the teacher license renewal system, which began in 2009. Many licenses were already expired.Third, the effects of the shortage were examined, finding that teachers were compelled to overwork because each school had to cover 3.91 teachers' worth of absence as a team. The paper also found that 60% of current teachers had less than 10 years' experience, which is expected to have negative effects both on the quality of teaching and the professionalization of teaching.

森有礼の教職像における米国プロテスタンティズムの影響－聖職像と専門職像の関係

佐久間亜紀

慶應義塾大学教職課程センター年報 (慶應義塾大学教職課程センター) 31 57 - 90 2023.08

Research paper (scientific journal), Lead author

アンディ・ハーグリーブス、マイケル・フラン著、木村優、篠原岳司、秋田喜代美監訳『専門職としての教師の資本　21世紀を革新する教師・学校・教育政策のグランドデザイン』

佐久間亜紀

THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH (Japanese Educational Research Association) 90 ( 1 ) 205 - 206 2023

ISSN 03873161

教員はなぜこんなに多忙になったのか

佐久間亜紀

国語の授業 (子どもの未来社) 281 2022.10

Research paper (other academic), Lead author

なぜ教師不足が生じているのか

佐久間亜紀

教職研修 22-6 2 - 3 2022

非正規雇用教員が増えた理由とその影響

佐久間亜紀

非正規雇用教員が増えた理由とその影響 215 42 - 49 2022

悪循環を好循環に変えるために

佐久間亜紀

人間と教育 117 38 - 45 2022

少子化なのに、なぜいま教員不足なのか

佐久間亜紀

クレスコ 22-10 14 - 19 2022

公立小中学校における教職員未配置の実態とその要因に関する実証的研究

佐久間亜紀, 島﨑直人

Proceedings of the Annual Conference of Japanese Educational Research Association (Japanese Educational Research Association) 80 ( 0 ) 113 - 114 2021.08

ISSN 03873161

“Why Are We Running Short of Teachers?”: A Case Study of the Teacher Shortage in Japan's X Prefecture Public Schools

SAKUMA Aki, SHIMAZAKI Naoto

THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH (Japanese Educational Research Association) 88 ( 4 ) 558 - 572 2021

Accepted, ISSN 03873161

This paper examines the actual circumstances of the recent teacher shortage in public elementary and middle schools in X Prefecture. Although the teacher shortage has been reported before, few prior studies have investigated it empirically. With the cooperation of all five branch offices of the Prefectural Board of Education, data was collected in three ways: 1) a questionnaire survey in June 2021 of the branch offices, 2) three interview surveys in July 2021 of the administrative officers at the town level, and 3) 2019-2021visiting surveys of the X Prefecture branch offices and the municipal Boards of Education of four towns. First, the questionnaire surveys clarified the actual numbers as of May 1, 2021 in three stages. 1) As the first stage, 1,971 positions for full-time teachers-with-tenure were unfilled. 2) Teachers-without-tenure were recruited in the second stage, but 150 positions remained empty. 3) Part-time teachers were recruited in the third stage, still leaving 115 positions empty. 4) In the end, each school was required to manage by themselves. This survey also made it clear that the teacher shortage increased in each term because more and more teachers left on maternity or sick leave, with no substitutes. This suggests that the first national teacher shortage survey by the Ministry of Education, Culture, Sports, Science and Technology in July 2021 should have been re-designed, because it focused only on the conditions of the first term. Second, the paper found that the teacher shortage had been increasing in this prefecture since 2018, caused by multiple factors on the micro/meso/macro levels at each stage. 1) Four factors were found in the first stage. (1) Although teacher numbers were strictly determined by national law, the government had not revised these figures for 41 years. The local government had additionally decreased the figures in order to prepare for a future teacher surplus based on declining birthrates. However, teacher demand rose due to the increase of children with special needs. (2) Administrators were cautious about hiring teachers-with-tenure. While the number of teachers could not exceed the set amount, hiring was risky because of the greater number of small and transient special education classes. (3) Fewer applicants were taking the employment exams. Teaching itself was not as attractive as before. (4) More teachers were taking maternity leaves, and for longer periods. 2) The shortage in the second stage was caused by the lack of teachers-without-tenure. Few teachers were on the candidate list because most of them were already hired with tenure. 3) The shortage in the third stage was caused by the teacher license renewal system which began in 2009. Many licenses had expired. Third, the effects of the shortage were examined. It caused overwork among teachers, because each school had to cover 3.91 teachers' absence as a team. The paper also found that 60% of current teachers had less than ten years' experience, which is likely to have negative effects both on the quality of teaching and the professionalization of teaching.

Mori Arinori

Aki SAKUMA

The Routledge Encyclopedia of Modern Asian Educators 1850-2000 (Roudledge) 140 - 141 2021

Research paper (other academic), Joint Work, Lead author

生活教育によって育まれる学力とは

佐久間亜紀

生活教育 73 (3) 16 - 19 2021

教職の専門性からみる「教員の働き方改革」

佐久間亜紀

Proceedings of the Annual Conference of Japanese Educational Research Association (Japanese Educational Research Association) 78 ( 0 ) 172 - 173 2019.07

Yoko Yamasaki and Hiroyuki Kuno (ed.):Educational Progressivism, Cultural Encounters and Reform in Japan

SAKUMA Aki

Research Journal of Educational Methods (National Association for the Sudy of Educational Methods) 44 ( 0 ) 125 - 125 2019.03

ISSN 03859746

The origin of teaching as a profession in Japan: A transnational analysis of the relationship between professionalism and nationalism in the 19th century

Aki SAKUMA

Espacio, Tiempo y Educación (Espacio, Tiempo y Educacion) 5 ( 2 ) 33 - 54 2018.05

Research paper (scientific journal), Single Work, Accepted, ISSN 2340-7263

How was the concept of «teaching as a profession» advocated in the 19th century? In this study, this question is analysed by focusing on how the Japanese version of the concept was imported from the West and subsequently transformed in this non-Christian setting. It was formulated not only by a national action to create a strong centralized nation-state in Asia, but also through the transnational interaction of European, American, and Japanese educational leaders. First, the author argues that, the early Japanese concept of «teaching as a profession» is explored by examining the ideas of Mori Arinori, the first Minister of Education. Mori claimed that, in order to safeguard children’s morality, teaching should be a holy-calling profession in Japan. For him, this meant educating the subsequent generations to be obedient to their holy nation. Second, Mori’s images of education are shown to be consistent with those in the United States, where he had studied as a diplomat. These images were shared not only by US leaders such as Horace Mann, but also with Prussian and French leaders of the era. In both countries, both the holy-calling theory and the profession theory included nationalism, whose ultimate aim was education for the nation. However, while the sacredness of the republican polity was based on the ideals of individualism and liberty in the United States, the sacredness of the imperial polity in Japan was promoted by the Emperor the apotheosis of the imperial line, unbroken for ages eternal. These historical origins of the concept of teaching suggest why the professionalisation of teaching in Japan has been advanced by forces that hoist the flag of national particularism, and by a government that supports this view. This implies that teaching professionalism does not always connote democracy or the human rights of children/teachers.

Access to Document (DOI)

浅井幸子・黒田友紀・杉山二季・玉城久美子・柴田万里子・望月一枝編著『教師の声を聴く教職のジェンダー研究からフェミニズム教育学へ』

佐久間亜紀

THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH (Japanese Educational Research Association) 84 ( 4 ) 476 - 477 2017

ISSN 0387-3161

明治初期師範学校における教職像の再検討:－アメリカの影響の観点から－

佐久間亜紀

Proceedings of the Annual Conference of Japanese Educational Research Association (Japanese Educational Research Association) 75 ( 0 ) 374 - 375 2017

林泰成・山名淳・下司晶・古屋恵太編著『教員養成を哲学する教育哲学に何ができるか』

佐久間亜紀

THE JAPANESE JOURNAL OF EDUCATIONAL RESEARCH (Japanese Educational Research Association) 82 ( 3 ) 473 - 474 2015

ISSN 0387-3161

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