[Training Implementation Report] Toward the Continuation and Development of School-Based Research (School-Based Research Coordinator Training, 2nd Session)
On Thursday, December 4th, we held the second session of the School-Based Research Coordinator Training. This training aims to help participants learn about the significance of school-based research and the roles of coordinators, improve their qualities as coordinators, and acquire the skills to promote school-based research.
Building on the theoretical content learned in the first session, the second session aimed to enable participants to look ahead and consider how to connect their schools' initiatives to the next academic year by sharing the efforts of their respective schools and individual coordinators.
At the beginning of the training, the participating teachers shared the challenges they are currently facing regarding their school-based research initiatives. To resolve these issues, they exchanged information about their schools' efforts and their own work as coordinators, and discussed prospects for future school-based research.
During the group discussions, many groups shared the importance of dialogue with colleagues. It appeared that many school-based research coordinators are working to create spaces for discussing lessons, with an awareness of building collegiality by connecting teachers at their schools and encouraging dialogue among them. In the presentations after the group discussions, one teacher said, 'I am thinking about how to create initiatives that make teachers feel glad they participated. Also, by introducing teachers' practices within the school, I am connecting that to boosting teachers' motivation.'
In addition, for the continuation and development of school-based research, we introduced the following practical examples from elementary and junior high schools in Osaka Prefecture.
To make the content of research lessons and research discussions feel personal, have other teachers think not only about improvement measures for that specific lesson, but also 'What kind of ingenuity would I consider if I were teaching this lesson?' and 'Based on today's lesson content, what will I value when teaching the next class?'
To value the continuity of annual school-based research initiatives, make it a practice to review the previous session's content and the summary of discussions with the entire school at the beginning of each training session.
To connect school-based research initiatives across academic years, set the research theme for the next academic year during the third term and conduct a proposal lesson that realizes that theme, thereby fostering a common understanding of the next year's research theme within the current year. Then, immediately after the new academic year begins, conduct a proposal lesson in April to help newly arrived teachers understand it as well.
The participating teachers listened intently to the lecture content and the initiatives of other participants while thinking about improvements for their own schools' initiatives.
(Free comments from the participant survey)
I thought that the fact that most of this training was dialogue-based was intended to suggest that we should conduct training this way within our own schools as well. There was a lot of learning in the dialogue, and I wanted to value talking about this and that, and the insights gained from it.
It was very educational to be able to interact with other school-based research coordinators. I learned that the worries I have are not mine alone, and I was able to think about improvement plans together. I would like to advance better school-based research while applying what I learned today.
Sharing my worries was the biggest learning experience. While sharing the same worries, we were able to talk about how to find clues to solve problems, and I gained hints while listening to others. The rest depends on my own initiative. I learned the importance of teachers having a stance of working persistently, with the mindset that it is okay to move forward slowly without rushing.
Finally, I would like to share what we want to value as an entire school for the promotion of school-based research.
Even if a school-based research coordinator works hard alone in a school, it will not lead to solving children's academic challenges. All teachers involved with the children must share the challenges, challenge themselves with various practices under the same direction, and repeat trial and error, which will lead to changes in the children and move closer to solving academic challenges. It is precisely because teachers with various expertise and personalities gather, collect various experiences, ideas, and learned knowledge, and discuss practices based on the children's appearance that it leads to initiatives for problem-solving. Teachers discussing and talking about a single practice, educational activity, or event should be a very precious and meaningful time.
However, because each teacher has various thoughts and ideals regarding education, there may be times when it is difficult to align vectors. Or, there may be times when feelings do not follow. I believe that is exactly when the school's collegiality is tested.
By valuing the thought of 'for the children,' let's reconcile conflicting opinions and aim for consensus. What we want to value at that time is finding a 'convincing solution' that more teachers can agree with and work on. By advancing initiatives according to the actual conditions of the school, children, and teachers, we should be able to continue learning as a teaching group while maintaining motivation.
To that end, based on the school education goals, let's listen to how each teacher perceives the challenges of the children they face daily and what thoughts they have. By making children the subject and thinking about them in terms of their appearance, something common will surely come into view. I believe that is the direction of lesson improvement that all teachers can be convinced of and advance.
Also, let's find and increase the number of colleagues working on lesson improvement. Teachers at your school are surely engaged in practices with various ingenuity. Please observe such colleagues' practices and look back on them together based on the children's appearance. There will surely be some new insights. If there is a wonderful practice, let's spread it to other teachers in the staff room. While involving other teachers, let's talk about the practice and the children's appearance.
Please aim to build a better research system while valuing such an atmosphere in the staff room.
<Reference Materials>
Osaka Prefectural Education Center: Guidebook for School-Based Lesson Research in High Schools 'Opening Recommendations'
(Elementary and Junior High School Education Promotion Office)