The Light and Shadow Brought to Teacher Education by Digitizing the Educational Environment: the Case of Japan

Autor/in	Kihara, Toshiyuki
Titel	The Light and Shadow Brought to Teacher Education by Digitizing the Educational Environment: the Case of Japan
Quelle	In: Education Sciences, 11 (2021), Artikel 399 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Educational Research; Educational Practices; Communities of Practice; Inquiry; COVID-19; Pandemics; Preservice Teacher Education; Inservice Teacher Education; Faculty Development; 21st Century Skills; Technological Literacy; Critical Thinking; Teacher Characteristics; Teacher Role; Educational Change; Japan + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Community; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Technisches Wissen; Kritisches Denken; Lehrerrolle; Bildungsreform
Abstract	In this paper, the trends and issues of teacher education research and practices in Japan are clarified from the viewpoint of the digitization of the educational environment. This will be achieved through a review of the literature and policy documents on recent educational practices and teacher education. Firstly, Japanese teacher education and the ICT environment in schools are summarized. In addition, the Japanese concept of "teachers who continue to learn" and its multidimensional character is explained. Secondly, a model of the above idea that consists of five dimensions is introduced: (1) social navigators, (2) technical experts, (3) inquiry practitioners, (4) critical practitioners, and (5) members of professional learning communities. Thirdly, through the review, it is pointed out that all of them are affected by the digitization of the educational environment, which has been accelerated as a countermeasure to COVID-19. In conclusion, it is stated that the digitization of the educational environment and its accelerated progress casts both light and shadow on the role of Japanese teachers as reflective practitioners. Additionally, it is referenced that there are many differences among schools and regions on the ratio of light and shadow in Japan, even though it is geographically small. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01