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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

教員養成における専門教育の課題

Aki SAKUMA

歴史評論 (歴史科学協議会) 774 5 - 18 2014

Research paper (scientific journal), Single Work, Accepted

教員養成にとって「理論」とは何か : アメリカの事例から考える(ラウンドテーブル2,発表要旨)

松浦良充, 石井英真, 小野瀬善行, 佐久間亜紀

Proceedings of the Annual Conference of Japanese Educational Research Association (Japanese Educational Research Association) 73 ( 0 ) 76 - 77 2014

教員養成改革の動向－教職実践演習の意義と課題

Aki SAKUMA

教育方法42 (日本教育方法学会) 42 111 - 124 2013

Research paper (scientific journal), Single Work

1990年代以降の教員養成カリキュラムの変容－市場化と再統制化－

Aki SAKUMA

教育社会学研究 (日本教育社会学会) 86 97 - 112 2010

Research paper (scientific journal), Single Work, Accepted, ISSN 0387-3145

In this paper, the author examines how teacher preparation programs have changed since 1990 in relation to the reform of higher education in Japan. In the previous literature, studies on teacher preparation programs have been conducted separately from those on higher education, despite the fact that K-12 teachers are trained at the post-secondary level in Japan. As a result, the impact of recent reforms of higher education on teacher preparation programs has been overlooked. First, the author identifies the impacts of recent higher education reforms on teacher preparation programs. The marketization of higher education led to a deterioration in relations between teacher preparation colleges and local boards of education. As a result, the contents of the programs came to be increasingly influenced by non-academic ideology and the administrative policies of each local government, rather than by scholarly research and critical inquiries. Second, the author examines the impacts of recent reforms targeting teacher preparation itself. Through an analysis of reports on reform of the Ministry of Education, the author finds that the policy of reform changed around 2000. The Law on Teachers' Licensure was revised toward a standardization of the teacher preparation curriculum, which had once been deregulated in the 1990s. Therefore, the author argues that both higher education reform and teacher preparation reform deprived many colleges and universities of their autonomy in the area of teacher education programs. As unintended results, the teacher education colleges have been transformed from "educational institutions" which support students with appropriate career guidance, into "institutions of teacher supply" which shape people into teachers in order to guarantee the survival of their own organizations. The author also cites the necessity of interdisciplinary research to create a bridge between higher education and teacher preparation. For example, this article stresses the need to reconsider the definition of the two key phrases that have been used as the main principles in preceding researches on teacher education since World War II: "Teacher preparation in college" and "openness of teacher preparation." On the basis of recent research on higher education, as shown in this paper, there does not appear to be a consensus today on the two phrases. For example, the fact that the commonsense definition of "what is college?" has already been lost compels us to re-examine what kind of content is required for maintaining the quality of teacher preparation programs at the college level.

なぜ、いま教員免許更新制度なのか－教育ポピュリズムにさらされる教師たち－

Aki SAKUMA

世界 (岩波書店) 123 - １３１ 2007.06

Research paper (scientific journal), Single Work

国立教員養成系大学の学生像と教職観－東京学芸大学における教員養成課程と新課程の比較－

Aki SAKUMA

東京学芸大学紀要総合教育科学系 (東京学芸大学) 57 403 - 414 2006

Research paper (bulletin of university, research institution), Joint Work, ISSN 1880-4306

アメリカにおける教育系専門職大学院の現状と日本への示唆

Aki SAKUMA

IDE現代の高等教育 (民主教育協会) 45 - 50 2005.07

Research paper (scientific journal), Single Work

メアリ・ライアンにおける教師教育の思想と実践－19世紀米国における教職専門職化運動批判－

Aki SAKUMA

東京学芸大学紀要第１部門教育科学 (東京学芸大学) 55 313 - 324 2004

Research paper (bulletin of university, research institution), Single Work

教員養成のヒドゥン・カリキュラム研究－国立教員養成系大学教員調査のジェンダーの視点からの分析を中心に－

Aki SAKUMA

日本教師教育学会年報 (日本教師教育学会) 13 ( 13 ) 94 - 104 2004

Research paper (scientific journal), Joint Work, Accepted, ISSN 1343-7186

教育実習の多様化－動向と課題－

Aki SAKUMA

東京学芸大学紀要第１部門教育科学 (東京学芸大学) 54 349 - 359 2003

Research paper (bulletin of university, research institution), Single Work

"When Can We Make Paper Cranes?": Examining Pre -Service Teachers' Resistance to Critical Readings of Historical Fiction

Aki SAKUMA

Journal of Literacy Research (International Reading Society) 34 ( 4 ) 429 - 464 2003

Research paper (scientific journal), Joint Work, Accepted

アメリカの教師養成制度の現状と問題点－日米比較の観点から－

Aki SAKUMA

教員養成カリキュラム開発研究センター研究年報 (東京学芸大学) 1 7 - 29 2002

Research paper (bulletin of university, research institution), Single Work, ISSN 1348-0448

キャサリン・ビーチャーにおける教師教育の思想－19世紀米国における教職の専門職化と女性化をめぐって－

Aki SAKUMA

日本教師教育学会年報 (日本教師教育学会) 11 88 - 98 2002

Research paper (scientific journal), Single Work, Accepted

19世紀米国における教師教育成立の一系譜－エマ・ウィラードのトロイ女子セミナリーに着目して－

Aki SAKUMA

教育学研究 (日本教育学会) 67 ( 3 ) 333 - 343 2000

Research paper (scientific journal), Single Work, Accepted, ISSN 0387-3161

In this paper, Emma Willard's posture as a teacher is clarified as well as the actuality of her teacher education, with their meaning examined, by focussing on Troy Female Seminary founded by her in the early 19th century. Troy Female Seminary has been the object of inquiry in the context of female education. However, neither the accomplishment of Willard as a teacher educator nor her pedagogy at the Seminary has been reviewed in the U.S.or in Japan, so that thses areas remain to be studied. Therefore, this case study rewrites the conventional understanding of the U.S history of teacher education in five points as follows. First of all, in the historical studies of American teacher education, it was traditionally said to be established for the first time by state normal schools in the 1830's. In actuality, however, Willard had already created the organs of teacher education and the pedagogy in the 1810's. Indeed, it was the theory developed at the Seminary that provided the logical ground for the establishment of the state normal schools. Second, prior researches explained that the U.S.professionalization movement for teacher education was motivated by rapid increase in demand for teachers for the Common School Movement. However, the case study on Willard indicates that the logic of teacher professionalism and teacher training had already been presented before the increase in the demand. In America, the professionalism emerged, not from the social needs for teacher education, but from the efforts of females who were trying to attain economic independence and expansion of educational opportunities and who were in need of the professionalism of teachers for the purpose of creating a demand for their own services. Third, this case study elucidated that the teacher preparation in the U.S.began as women's higher education. It accounts for the phenomenon in which most students of the State Normal Schools were women. In addition, it enabled a conventionally neglected relationship to be clarified, a relationship between teacher education and women's education, particularly between the low social status of teachers and that of women.Willard made a great success in the tactics of claiming female suitability for teaching profession on the basis of femininity under the then prevailing gender precepts. However, her logic had the unintended consequence of low wages and low social status of teaching profession, prejudiced gender comparison, ranking difference from male managerial jobs, etc. Fourth, the history of teacher education conventionally described conflict between the group of academies thinking much of teacher's scholarly attainment and the group of the State Normal Schools emphasizing teacher's preparatory education. In the subject case study, however, a curriculum integrating the two groups had been created. The curriculum at the Troy Female Seminary was equivalent to that of a college for men though Willard avoided calling it a college for tactical reasons avoiding repulsion from the society. This discovery suggests that"the third trend"existed about 80 years before Dewey, which is worthy of note. Fifth and finally, this case study revealed that Willard and other leaders at Troy Female Seminary had developed as early as the 1820's, unique text books and teacher education methods in which a number of illustrations were used for the purpose of promoting visual understanding based on Pestalozzi's pedagogy. In the prior researches, it was explained such that Edward A. Sheldon at Oswego Normal School first applied Pestalozzi's pedagogy to teacher education in the United States.

授業の批評的省察力形成における「風景の重ね合わせ」

Aki SAKUMA

教育方法学研究 (日本教育方法学会) 23 69 - 77 1997

Research paper (scientific journal), Single Work, Accepted

1930年代アメリカにおける現職教育ワークショップの成立－「八年研究」における現職教育プログラムの形成過程－

Aki SAKUMA

日本教師教育学会年報 (日本教師教育学会) 5 ( 5 ) 89 - 107 1996

Research paper (scientific journal), Single Work, Accepted, ISSN 1343-7186

進歩主義教育運動における教師教育プログラムの事例研究－「教育実験研究所」における教師教育プログラムに着目して－

Aki SAKUMA

教育学研究 (日本教育学会) 62 ( 4 ) 339 - 348 1995

Research paper (scientific journal), Single Work, Accepted

主体的学習の援助における「観察」と「記録」の意義－1920年代米国における「教育実験研究所」の事例検討を通して－

Aki SAKUMA

学校教育研究 (日本学校教育学会) 9 125 - 135 1994

Research paper (scientific journal), Single Work, Accepted

教育活動における「観察」と「記録」の意義

Aki SAKUMA

保育研究 (建帛社) 13 ( 4 ) 44 - 52 1993

Research paper (scientific journal), Single Work

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