UKM ＆ OKU Webinar “Paradigm in Education”

Creating Schools
that Leverage Our Strengths
- From the perspective of the teacher’s
life course –
Osaka University of Education, Graduate School of Education
Makiko TANAKA
★Flow of training
1．Current schools in Japan and
the theme of today‘s training
２． Self-introduction
３． Lecture and Work
“Teacher’s Life Course Research”
４． Reflection
1 Current Schools in Japan and the theme of today's training
Current schools in Japan are expected to:
① Respond to the diversifying and complex challenges
② Inherit the “education that integrates knowledge, virtue, and body”
that Japan has emphasized
③ Consider the impact of the pandemic and natural disaster on society
and schools in Japan

While inheriting the development of the school, there is an urgent need to

develop human resources who can flexibly dev
elop it and manage it.
The purpose of this lecture and work is to consider the perspectives and
measures for teachers and school leaders to recognize their own strengths
and teaching identity and utilize them in building bonds at school.
★Flow of training
1．Current schools in Japan and
the theme of today‘s training
２． Self-introduction
３． Lecture and Work
“Teacher’s Life Course Research”
４． Reflection
■自己紹介：田中 滿公子 たなか まきこ

Educational
• English teacher 4schools
Practitioner
School • Vice Principal 1

Organizer • Principals: 3 schools

Administrative • Deputy Director

Osaka Prefectural Board of
staff Education Education

University • Professor, O K U
• Principal Affiliated Junior High
Professor School and High School
Osaka Kyoiku
University 21st
School
century
Management
education
Classes and
Practical
research Life Course
Studies
2.Reflection on
1. Educational Goals
Purposes and ① reflect
Conditions ② outcome ③reflect
3.Curriculum Policies
4.Long Span cycle of PDCA
5.Short Span Cycle Check
Check Act
Act Students ④influence

Do Do Plan
Plan
⑤Leadership

⑧ influence
6.Leaders ⑨ influence
⑥Leadership ⑦ Leadership

7. Organizational Structure 8. School Culture

Staff, Materials, Resources,
Budgets, Organizational Structure, ⑩ influence Organizational Culture, Curriculum
etc. Culture, Students Culture, School
Traditions etc.

⑩approach, collaboration ⑪ approach , collaboration ⑫ control and support ⑬ approach (TAMURA

Tomoko
9． Community Agencies 2023 )
(Families, Community, Other Schools, Companies, 10. Educational Administration
NPOs, Universities, etc.)
★Flow of training
1．Current state of schools in Japan and
the theme of today‘s training
２． Self-introduction
３． Lecture and Work
“Teacher’s Life Course Research”
４． Reflection
"The Teacher's Life Course"
★ Training Aim

① By reflecting on our own past events, we will identify

our strengths, weaknesses, and teaching identity, and
rebuild our foundation as teachers.

② We will interact and reflect on our own life course, and

relativize our perception of ourselves, colleagues, schools,
students, etc.

③ We will look to the future by looking back at the past.

★Training rules
(1) proactive and interactive
(2) open-ended
(there is no single solution)
(3) right to pass
Previous Research (1)

“For teacher-centered professional growth, it

is effective to pay attention to the teacher‘s
personal journal.”
（Woods & Sikes, 1987）
Previous Research (2)
"Reform of the educational system and administration
will lose its meaning without the change of the
teachers who are responsible for the practice of
education, and the reform of education will be made
possible by the change of teachers and the reform of
the educational administration that supports and
supports the change.“

(Tadahiko Inagaki, Masao Terasaki, Nobuhisa Matsudaira, eds., Teacher's Life Course,
1988)
Previous Research (3)
“No matter how careful the work is, they do
not receive praise or reward, so why do
teachers with a heart live their profession
so earnestly? I‘ve been thinking about this
for a long time. And now that I’m writing
this book, I‘ve come to the conclusion that
it’s because the teaching profession is
deeply connected to mission, identity, and
hope」 (Kenichi Takai 2015)
■Teacher‘s Life Course Study
① Teaching Practices Focused on as a Teacher
② Encounters with children，
③ Colleagues, seniors, and events that have affected
you
→ Giving meaning and reconstructing past events
→ Exploring Teaching Identity
■What is Teaching Identity?
“What is important to me as a teacher?”
“Why did I become a school leader?”
“What I want to achieve as a school leader?”
■Retrospective Perspective ①

①Be aware of your

career stage
e.g. Osaka Prefectural
Teacher Development Index
Career Maturity period
Middle Leader Deepening period
Middle Leader Development period
Initial Appointment period
At the time of Recruitment
■Retrospective Perspective ②

② Connect events with the ups and downs

of your emotion (when you're not doing
well or when you're doing well)
[Supplement to Viewpoint (2)]
"Up and down in the heart...?"
"The human brain has two systems,
the thinking system and the emotional
system, and both influence behavior,
and I was referring to the fact that it is
important for self-growth to focus on
our emotions and sensations without
putting a lid on them."
(Mizuto Aoto "BRAIN DRIVEN" 2020)
■Retrospective Perspective ③

③ Reconstruct events by looking back

■Retrospective Perspective ④

④ Scoop up your own strengths and

weaknesses and your teaching identity
(Metacognition)
 ■ Presenter’s Life Course Curve
Absolutely Good

Good

Favorable

Ordinary

Low

Out of tune
❶School,
Professional Role
❶
❷Division,
Committee, Club, ❷
Research
❸Memorable Pupils ❸
❹Influencers such ❹
as Juniors, Seniors,
Projects, Events ❺
❺Personal life
■When I’m not feeling well
①③④⑤⑦ Just after the transfer to a new school
② Difficulties in building a new grade team
⑥ Challenges for a teacher
⑧ Challenges with an Assistant Language Teacher
⑨ Challenges with a tacher
⑩ Challenges with an parent
■When things are going well
Ａ) I became a teacher!
Ｂ) Students were accepted to the heigh level national
universities of their choices！
Ｃ) I was transferred from the school where I worked
for 14 years！
D) The club teams participated in the national inter-
high school activities！
Ｅ) The number of students taking the entrance exam
has increased.！
Ｆ) Projectors are installed in all classrooms.！
Ｇ) Get ‘Super Global High School’！
 Let's draw a life course curve!
■Individual work (use: "Diagram Life Course (for filling)")
①"Table" at the bottom of sheet A: Fill in the 8 blocks (the right is
the current / the left goes back to the school you belong to).

②"Figure" on the top of sheet A: Next, link it to the keywords in

the lower table, and write the ups and downs of the mind as a curve
of “great, good, favorable, ordinary, undertone, and out of tune" in
the upper row. It is not associated with a monumental event.
* Please associate even a small event with the fact that your heart
was moved.

③Challenge yourself to write the following table while taking a

bird's-eye view of the "life course curve".
【Sheet B[】

school（ ）name（ ）
Teacher’s Identity

My Strengths （e.g.）There is an attitude of taking on various challenges.

１
２
３
My weaknesses （e.g.）One person carries it all on his back
１
２
３
challenges
１
２
３
 Work

Individual (pair) Entire

★Flow of training
1．Current state of schools in Japan and
the theme of today‘s training
２． Self-introduction
３． Lecture and Work
“Teacher’s Life Course Research”
４． Reflection
 Creating Schools that
Leverage Our Strengths

Creating schools that help each

other with weaknesses
Peter Drucker
「Being able to accurately
state your strengths」
「Don't focus on your
weaknesses」
 Issues facing teachers and
Key phrases (for schools in Osaka
solutions)

Mind-set underlying the issues

Overview of (Tanaka, Chatani,

competencies Satomi et al.,
Concrete actions "Competencies
for solutions Required of Global
Teachers in Naniwa"
2021)
 Collaborative creation of training
Thank you!

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