The purpose of this study is to gain perspectives on introducing IBCTL(International Baccalaureate Certificate in Teaching and Learning)into graduate school of teacher education in Japan,which are currently providing ...The purpose of this study is to gain perspectives on introducing IBCTL(International Baccalaureate Certificate in Teaching and Learning)into graduate school of teacher education in Japan,which are currently providing advanced teacher training programs aimed at cultivating student agency,a comprehensive set of skills necessary for children living in the future,as advocated by the Organisation for Economic Co-operation and Development(OECD)Education 2030 Project.To achieve this goal,I examined the curriculum and structure that are important for IB teacher training and the introduction of IBCTL.I attempted to achieve this goal by examining the curriculum being developed at a graduate school of teacher education attempting to implement IBCTL and the creation of a syllabus based on that curriculum through lesson planning.As a result,I examined the curriculum and structure as a perspective for introducing IBCTL into graduate school of teacher education in Japan,where advanced teacher training is required.I found that a core curriculum and structure that incorporates the core of the IBCTL into the core of graduate school of teacher education programs is important for implementing an IB education that is aligned with the advancement of teacher training and the development of student agency.展开更多
The purpose of this paper is to examine the development of a curriculum in Japan to foster the agency(OECD Student Agency)necessary for children living in the future,as outlined in the OECD Education2030 Project,and t...The purpose of this paper is to examine the development of a curriculum in Japan to foster the agency(OECD Student Agency)necessary for children living in the future,as outlined in the OECD Education2030 Project,and the role of teachers who implement this curriculum.Therefore,I aim to achieve this goal by taking an overview of educational thought,educational systems and history,and examining several initiatives in the OECD Project and the situation of a Japanese high school that practices science and mathematics education.As a result of analyzing previous research and the narratives obtained from interviews with Teacher A(pseudonym)of a certain F High School(pseudonym),it was found that school education should not simply teach subjects,but should aim to enable student to help student exercise agency in the future.It was suggested that it is not necessary to add content to the curriculum,but rather to prepare to provide students with competencies that will enable them to use the content in various contexts,situations,and circumstances,suggesting that in order to discover such important competencies,teachers and other related parties are required to implement curricula that allow students to slowly and carefully explore the competencies surrounding the content,and to conceive and build curricula that include both hidden and intended curriculum that allows student to reflect on the curriculum they have achieved.展开更多
This study verified the effectiveness of the personalized support plan through comparative teaching experiments.The experimental group(60 people)simultaneously implemented the stratified teaching plan and the emotiona...This study verified the effectiveness of the personalized support plan through comparative teaching experiments.The experimental group(60 people)simultaneously implemented the stratified teaching plan and the emotional counseling mechanism in 12 weeks,while the control group(60 people)maintained the conventional teaching mode.Standardized tests showed that the English score of the experimental group increased from 62.4 points to 78.9 points,with an increase of 21 percentage points higher than that of the control group.In the emotional engagement assessment,the experimental group achieved a significant improvement of 0.9 points on the 5-point scale,and the learning autonomy score increased by 17 points(out of 100).Classroom observations revealed that students in the experimental group showed greater initiative in selecting learning tasks and group collaboration.These data indicate that combining personalized learning paths with systematic emotional support can effectively improve students'cognitive levels and emotional engagement,thus providing a practical,replicable model for English language teaching reform.展开更多
Contemporary university students are confronted with multiple challenges,including academic pressure,employment anxiety,and interpersonal conflicts.Traditional approaches to heart-to-heart talks often exhibit limitati...Contemporary university students are confronted with multiple challenges,including academic pressure,employment anxiety,and interpersonal conflicts.Traditional approaches to heart-to-heart talks often exhibit limitations,such as“over-reliance on problem etiology”and“the marginalization of student agency,”which hinder their effectiveness in addressing students’individualized needs and enhancing the efficacy of counselors’work.Grounded in the solution-focused approach(SFA),this study employs a literature review methodology to systematically examine the core tenets of SFA-namely,its“solution-oriented perspective”and emphasis on“accumulating small changes”-as well as key techniques such as empowerment-oriented questioning and action reinforcement.Integrating these elements with the specific context of university counseling dialogues,the paper constructs a three-stage application framework encompassing“pre-session preparation,in-session implementation,and post-session follow-up.”This framework is designed to enhance the pertinence and effectiveness of heart-to-heart talks by clarifying conversation goals,focusing on student resources,detailing action steps,and reinforcing outcomes.It aims to provide counselors with actionable guidance while also offering interdisciplinary theoretical support for improving the quality of ideological and political education and mental health counseling in universities.Ultimately,the framework seeks to strengthen students’agency and autonomous problem-solving capabilities.展开更多
Purpose:Learning to do research has been understudied in the context of professional development in postgraduate programs.This exploratory study investigated the agency and experiences of five Chinese students who lea...Purpose:Learning to do research has been understudied in the context of professional development in postgraduate programs.This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR.Design/Approach/Methods:We obtained the data from semi-structured interviews and documents to establish data triangulation.Findings:The findings revealed that(1)the students’agency in research design and proposal writing was associated with their personal/professional backgrounds,(2)their English proficiency affected their agency in the proposal writing,(3)the supervisors’feedback would stimulate students’agency in changing/refining their research design,and(4)ineffective supervision and learning resources would impede students’achievement of agency on their way to creating a robust research design.Originality/Value:This study adds empirical evidence to the field of research training through the lens of learner agency.It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents.展开更多
文摘The purpose of this study is to gain perspectives on introducing IBCTL(International Baccalaureate Certificate in Teaching and Learning)into graduate school of teacher education in Japan,which are currently providing advanced teacher training programs aimed at cultivating student agency,a comprehensive set of skills necessary for children living in the future,as advocated by the Organisation for Economic Co-operation and Development(OECD)Education 2030 Project.To achieve this goal,I examined the curriculum and structure that are important for IB teacher training and the introduction of IBCTL.I attempted to achieve this goal by examining the curriculum being developed at a graduate school of teacher education attempting to implement IBCTL and the creation of a syllabus based on that curriculum through lesson planning.As a result,I examined the curriculum and structure as a perspective for introducing IBCTL into graduate school of teacher education in Japan,where advanced teacher training is required.I found that a core curriculum and structure that incorporates the core of the IBCTL into the core of graduate school of teacher education programs is important for implementing an IB education that is aligned with the advancement of teacher training and the development of student agency.
文摘The purpose of this paper is to examine the development of a curriculum in Japan to foster the agency(OECD Student Agency)necessary for children living in the future,as outlined in the OECD Education2030 Project,and the role of teachers who implement this curriculum.Therefore,I aim to achieve this goal by taking an overview of educational thought,educational systems and history,and examining several initiatives in the OECD Project and the situation of a Japanese high school that practices science and mathematics education.As a result of analyzing previous research and the narratives obtained from interviews with Teacher A(pseudonym)of a certain F High School(pseudonym),it was found that school education should not simply teach subjects,but should aim to enable student to help student exercise agency in the future.It was suggested that it is not necessary to add content to the curriculum,but rather to prepare to provide students with competencies that will enable them to use the content in various contexts,situations,and circumstances,suggesting that in order to discover such important competencies,teachers and other related parties are required to implement curricula that allow students to slowly and carefully explore the competencies surrounding the content,and to conceive and build curricula that include both hidden and intended curriculum that allows student to reflect on the curriculum they have achieved.
文摘This study verified the effectiveness of the personalized support plan through comparative teaching experiments.The experimental group(60 people)simultaneously implemented the stratified teaching plan and the emotional counseling mechanism in 12 weeks,while the control group(60 people)maintained the conventional teaching mode.Standardized tests showed that the English score of the experimental group increased from 62.4 points to 78.9 points,with an increase of 21 percentage points higher than that of the control group.In the emotional engagement assessment,the experimental group achieved a significant improvement of 0.9 points on the 5-point scale,and the learning autonomy score increased by 17 points(out of 100).Classroom observations revealed that students in the experimental group showed greater initiative in selecting learning tasks and group collaboration.These data indicate that combining personalized learning paths with systematic emotional support can effectively improve students'cognitive levels and emotional engagement,thus providing a practical,replicable model for English language teaching reform.
基金Fundamental Research Funds for the Central Universities,Beijing Electronic Science and Technology Institute“Research on the Model of Building a Positive Academic Atmosphere in Universities Under the Framework of Comprehensive Moral,Intellectual,Physical,Aesthetic,and Labor Education”(Grant No.3282024036)。
文摘Contemporary university students are confronted with multiple challenges,including academic pressure,employment anxiety,and interpersonal conflicts.Traditional approaches to heart-to-heart talks often exhibit limitations,such as“over-reliance on problem etiology”and“the marginalization of student agency,”which hinder their effectiveness in addressing students’individualized needs and enhancing the efficacy of counselors’work.Grounded in the solution-focused approach(SFA),this study employs a literature review methodology to systematically examine the core tenets of SFA-namely,its“solution-oriented perspective”and emphasis on“accumulating small changes”-as well as key techniques such as empowerment-oriented questioning and action reinforcement.Integrating these elements with the specific context of university counseling dialogues,the paper constructs a three-stage application framework encompassing“pre-session preparation,in-session implementation,and post-session follow-up.”This framework is designed to enhance the pertinence and effectiveness of heart-to-heart talks by clarifying conversation goals,focusing on student resources,detailing action steps,and reinforcing outcomes.It aims to provide counselors with actionable guidance while also offering interdisciplinary theoretical support for improving the quality of ideological and political education and mental health counseling in universities.Ultimately,the framework seeks to strengthen students’agency and autonomous problem-solving capabilities.
基金supported by the General Research Fund(Research Grants Council,Grant No.17607517).
文摘Purpose:Learning to do research has been understudied in the context of professional development in postgraduate programs.This exploratory study investigated the agency and experiences of five Chinese students who learned to design their research project in a Master of Education program at an English-medium university in Hong Kong SAR.Design/Approach/Methods:We obtained the data from semi-structured interviews and documents to establish data triangulation.Findings:The findings revealed that(1)the students’agency in research design and proposal writing was associated with their personal/professional backgrounds,(2)their English proficiency affected their agency in the proposal writing,(3)the supervisors’feedback would stimulate students’agency in changing/refining their research design,and(4)ineffective supervision and learning resources would impede students’achievement of agency on their way to creating a robust research design.Originality/Value:This study adds empirical evidence to the field of research training through the lens of learner agency.It demonstrates the applicability of using the ecological framework of agency in theoretically interpreting the contextual facilitators and constraints in making postgraduate students active agents.
