On-the-Job Training System to Support Gifted School Activities for In-Service Teachers With Online Video Conferencing

On-the-Job Training System to Support Gifted School Activities for In-Service Teachers With Online Video Conferencing

Hironori Kobayashi (University of Miyazaki, Japan), Masahiro Nagai (Tokyo Metropolitan University, Japan) and Nobumoto Higuchi (Meisei University, Japan)
DOI: 10.4018/978-1-7998-1400-9.ch017

Abstract

In-service teacher training is conducted at schools in Japan to address various educational challenges with the aim of enriching on-the-job training (OJT) at schools through teacher collaboration and off-the-job training (Off-JT) outside of schools. However, in Miyazaki prefecture, OJT does not function well at remote schools or small schools in the mountains, and various conditions make it difficult for teachers to participate in training outside the school premises, even if they would like to. In this chapter, the authors propose a support system that aims to revitalize OJT/in-school training through the effective use of video conferencing technology, and a support system for Off-JT/out-of-school training through the construction of a new training system. This chapter introduces excellent initiatives at small schools in the mountains that make use of the authors' training system. The authors believe this training system can offer many important insights into how teachers are trained in developing countries and numerous countries with various geographic issues.
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Background

The significance of teachers’ ongoing efforts and training have been emphasized for schooling in Japan. One of the present authors, Higuchi (2011) already stated that “teaching is a profession backed by expertise, which is gained through the continuous pursuit of study and training and is essential to the execution of one’s duties. Various educational reports show that this view of the teaching profession is generally shared in educational circles in Japan.” Furthermore, he stated that “teacher training could be said to be a professional duty that teachers have toward their students, with the nature of a ‘mandatory right’ subject to the natural constraints of the profession.” Thus, in Japan, in-service training is considered to be a professional duty. This is also evident in Miyazaki Prefecture, where “teachers are the most important aspect of children’s educational environment” (Miyazaki Prefecture Board of Education,2004). Teachers’ continuous learning is held up as a model wherein teachers ceaselessly continue learning in order to improve their own caliber and capacities, and there are high expectations for in-service training to cultivate and increase teachers’ expertise.

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