RISS 검색 - 국내학술지논문

1
Comparison of the School Systems in Japan and Korea: From the Perspective of IB

( Kando Eriguchi ) 경북대학교 중등교육연구소 2021 Asia Pacific Journal of Educational Research Vol.4 No.2
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The world's demand for quality of life is changing. This means that the world is changing from a competitive society to a cooperative society. In order to realize this, it is important to make the individual "self" the basis of the International Baccalaureate Program. The introduction of the International Baccalaureate Program makes it necessary to reexamine conventional schooling. Comparing the state of educational policy in Korea and Japan, the most important difference is that in Korea decentralization of education has begun, but in Japan centralization of education has remained. In terms of culture, the two countries share common roots in Confucianism. However, there are significant differences between the two governments in the way their cultures have developed. These differences in structural changes are affecting various aspects of life. The purpose of this paper is to use the above as a basis for identifying a curriculum in which the two countries can work together to raise children who can appreciate the differences between the people of Korea and Japan, as described in the I.B. philosophy.
2
Future Education and Curriculum - Between the Impossible and the Possible

( Kando Eriguchi ),( Junji Yamamoto ) 경북대학교 중등교육연구소 2024 Asia Pacific Journal of Educational Research Vol.7 No.1
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This presentation delves into the struggles of implementing the International Baccalaureate (IB) Teacher Education Programme in Japan. It is structured in two segments: an auto ethnographic account by the programme’s pioneer in Japan, and an analytical discourse on the IB’s limited assimilation into Japanese education. The first segment narrates the pioneer’s journey from competitive academia to embracing holistic education, highlighting the dissonance between personal values and the externally imposed standards of IB teacher training. The second part critiques the emotional detachment and relativism inherent in the social constructivist foundation of the IB, proposing a reevaluation from narrative, ecological, and affective perspectives to foster emotional resonance in education. The presentation concludes by aligning these theoretical insights with the pioneer’s transformative life experience.
3
A Study on the Visual Representation of Knowledge of IB Teachers Using Visual Narrative

( Junji Yamamoto ),( Aina Eriguchi ),( Kando Eriguchi ) 경북대학교 중등교육연구소 2021 Asia Pacific Journal of Educational Research Vol.4 No.2
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In previous studies, it has been pointed out through interviews that International Baccalaureate teachers tend to have constructivism-based teaching and learning theories, while Japanese teachers tend to have objectivism-based teaching and learning theories. However, we believe that there are weaknesses in the previous studies. First, they are verbal surveys, which limits their ability to get at the reality of teachers' perceptions. Second, despite the importance of how teachers understand about knowledge as a basis for adopting new teaching and learning theories, these studies focus only on teaching and learning theories and not on how teachers cognize about knowledge. Therefore, this study attempts to overcome these weaknesses by interviewing teachers about their visual representation of knowledge using the research method of visual narratives proposed by Yoko Yamada. The teachers who cooperated in our research were three IB teachers and three non-IB teachers. We modeled the commonalities in their visual narratives and discussed them. The outcomes of the above study are the followings. First, we showed that it may not be easy to categorize IB teachers and non-IB teachers based on the image of knowledge they have. Second, we found cases in which the image of knowledge and the image of teaching and learning did not mesh or were parallel in individuals. Lastly, we pointed out that there is a strong affinity between IB teacher education and visual narrative. On the other hand, one of the limitations of this study is that it is a hypothesis-generating study, using the method of visual narratives, which is not established in teacher pedagogy or IB research. In light of the above, future perspectives include increasing the number of research subjects and deepening our understanding of how teachers' understanding of knowledge are formed and transformed. In addition, by continuing to conduct interviews using visual narratives, we hope to develop the potential of visual narratives as a research method in teacher education. Furthermore, we would like to explore the effectiveness of visual narratives as a way to reflect and transform perceptions about knowledge.
4
A Lesson from the Implementation of International Baccalaureate Education in Japan

( Kei Iino ),( Masato Fukushima ),( Kando Eriguchi ) 경북대학교 중등교육연구소 2019 Asia Pacific Journal of Educational Research Vol.2 No.2
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The main purpose of this paper is to outline the educational policies and background in Japan, and to discover what in the background influenced the introduction of the IB and current status in Japan. This paper illustrates the focal characteristic of Japanese educational system that influenced the introduction of IB and its expansion in Japan: the centralized power of influence on the educational system led by the national government. The top-down approach of reforms made the challenges and further complicated the contradiction when introducing IB into practice. First, even though the national government enacted reforms which involve the entrance examination for IB graduates, the results of test in examination remained to be an extremely substantial factor in the admission of universities. Second, the national government introduced IB curriculum complying with the national curriculum, however, the government had little discussion about the teachers who were not familiar with IB and have never taught in IB curriculum. Finally, there are the gap between the concept of IB education focuses on international mindedness and the national government focus on IB education as the purpose of fostering globally competent human resources. Since the Japanese government and the Japan Business Federation made the reforms that the expansion of IB schools in Japan, the reform of the Japanese education and the number of IB schools in Japan will be expected to increase in the future. However, to become a well- practiced IB schools, which is to educate IB principles, it is impossible to educate internationally minded students unless principals and teachers and educational stakeholders work collaboratively on the same page in principle to implement a true IB-like education.

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