論文 - 佐久間　亜紀

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年11月

研究論文（学術雑誌）, 共著, 筆頭著者

堀内報告への応答

佐久間 亜紀

女性とジェンダーの歴史 （イギリス女性史研究会）  11 （ 0 ） 64 - 65 2024年02月

ISSN  21884331

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“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 （一般社団法人 日本教育学会）  18 （ 0 ） 191 - 210 2024年

ISSN  18814832

　概要を見る

<p>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.</p><p>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.</p><p>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.</p><p>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.</p><p>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.</p>

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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年08月

研究論文（学術雑誌）, 筆頭著者

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

教育学研究 （一般社団法人 日本教育学会）  90 （ 1 ） 205 - 206 2023年

ISSN  03873161

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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年10月

研究論文（その他学術会議資料等）, 筆頭著者

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年

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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年

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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年

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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年

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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

日本教育学会大會研究発表要項 （一般社団法人 日本教育学会）  80 （ 0 ） 113 - 114 2021年08月

ISSN  03873161

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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

教育学研究 （一般社団法人 日本教育学会）  88 （ 4 ） 558 - 572 2021年

査読有り,  ISSN  03873161

　概要を見る

<p>　教員不足とはいったいどのような状態のことか。不足の規模はどれくらいで、なぜ不足するようになったのか。本稿では、公立学校における教員の配置・未配置の実態およびその要因を、事例研究を通して実証的に明らかにする。また配置される教員や学校側の視座から、未配置が教員の職務や力量形成に及ぼす影響にも迫る。X県では、2021年5月1日時点で1971人の正規教員が配置されず、非正規雇用教員を1856人配置してもなお、115人が未配置となっていた。</p>

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Mori Arinori

Aki SAKUMA

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

研究論文（その他学術会議資料等）, 共著, 筆頭著者

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年

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教職の専門性からみる 「教員の働き方改革」

佐久間 亜紀

日本教育学会大會研究発表要項 （一般社団法人 日本教育学会）  78 （ 0 ） 172 - 173 2019年07月

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

佐久間 亜紀

教育方法学研究 （日本教育方法学会）  44 （ 0 ） 125 - 125 2019年03月

ISSN  03859746

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

佐久間 亜紀

Espacio, Tiempo y Educación （Espacio, Tiempo y Educacion）  5 （ 2 ） 33 - 54 2018年05月

研究論文（学術雑誌）, 単著, 査読有り,  ISSN  2340-7263

　概要を見る

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 na

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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

教育学研究 （一般社団法人 日本教育学会）  84 （ 4 ） 476 - 477 2017年

ISSN  0387-3161

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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

日本教育学会大會研究発表要項 （一般社団法人 日本教育学会）  75 （ 0 ） 374 - 375 2017年

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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

教育学研究 （一般社団法人 日本教育学会）  82 （ 3 ） 473 - 474 2015年

ISSN  0387-3161

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