次世代の学校教育に求められる 「社会科学習指導の専門性」の育成に関する一考察 －教職大学院に期待される学びの高度化と多様化に着目して－

A consideration concerning the training of “Specialty for educational guidance in Social Studies” required for school education in next generation: From the viewpoint of sophisticated and diversified learning expected for Professional Schools for Teacher Education

2017年版の学習指導要領は、汎用性に富む資質・能力の育成をより明確にめざすものとなり、それを実現する授業改善が求められるようになった。この授業改善を社会科においても進めるためには、どのような学習指導の専門性が期待されるのか。本研究では、学校現場で社会科教育をリードする教員の育成を目的として、東京学芸大学に新設される教職大学院・社会科教育サブプログラムを事例に取り上げ、学習指導要領改訂の要点である「主体的・対話的で深い学び」と「カリキュラム・マネジメント」、さらにはそれらを具現化していく専門性を培う「理論と実践の往還」について、大学院生に求められる学びのありようを検討する。これは、教職大学院において社会科授業研究を深める過程で、授業改善を可能にする多様な専門性を、次世代教育に求められる「主体的・対話的で深い学び」と「カリキュラム・マネジメント」を軸に構造化する試みであり、養成・研修等の教師教育においてそれらの育成をより確かなものにする社会科内容構成学を構想する試みでもある。そこでは特に今後の社会科教育を見据えた新旧の専門性の再構成、「理論と実践の往還」の問い直しと教科内容構成学の構築に向けた取り組み等が主な課題となる。

The government course of 2017 aims, more specifically, toward the cultivation of endowments and ability which are abundant of versatility. In addition, the class teaching improvement has been requested to achieve it. To advance the class teaching improvement in Social Studies, highly sophisticated professionality for educational guidance is expected. In this study, we consider Professional Schools, Subprogram of education of Social Studies that shall be newly-established in Tokyo Gakugei University in order to cultivate the teachers who can lead the education of Social Studies in the classrooms. In conjunction with “Subjective and Interactive profound learning” which is essential of the revision of the government course and “Curriculum Management”, and moreover we consider the way of learning about “The revolution between Theory and Practice” for the specialty that concretes them requested from graduate students. This is an experiment to structuralize the diverse specialties that enable class improvement in the process of making the research of class in Social Studies profound at Professional Schools for Teacher Education with the axis of “Subjective and Interactive profound learning” and “Curriculum Management” required from the education in next generation. Also it is an experiment to structuralize the Social Studies Subject Content Synthesiology that ensure the development of them in Teacher Education such as training and induction course. There the reconstruction of old and new specialties fixing especially Education in Social Studies in the future, the reconsideration of “Theory and Practice” and the approach to establish the School Subject Content Synthesiology shall be a main theme.