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ノンネイティブ日本語教師研修の史的変遷とその課題 ― 国際交流基金による教師研修の目的に注目して ―
成利楽 ( Cheng Lile ) 한국일어교육학회 2022 일본어교육연구 Vol.- No.61
本研究は,日本国外で日本語教育を担っている主力であるノンネイティブ日本語教師を対象とする教師研修の史的変遷とその課題を探ることを目的とする。そのため,主な担当機関である国際交流基金が実施した研修を報告した論考を分析材料とし,その研修目的に着眼しながら,これまでのノンネイティブ日本語教師研修の史的変遷を辿った。KH Coderで共起ネットワークを構築したところ,全体的に日本語力,文化関連知識·能力と教授能力の開発が中心的な目的であったことがわかった。また,年代ごとのネットワークを確認した結果,1990年代は日本語運用能力の向上,日本文化,異文化理解の促進や日本語教授法の体験,2000年代は協働と内省による教師の意識開発,2010年代は省察的実践力の育成,2020年代は教師の深い学びの実現といった研修目的が中心であった。この結果を母語話者日本語教師教育の言説と比較することで,非母語話者教師を対象とする研修が日本国内における母語話者日本語教師研究からの影響を受けた可能性があるという課題の発見に至った。それに対して,今後非母語話者教師の養成体制や成長課題を考慮した上での教師研修の必要性について提言した。 The purpose of present study is to explore the historical trends and issues in teacher training for non-native Japanese language teachers(NNT) outside of Japan. As for the method, research of teacher training about NNTs from the 1990s were collected and analyzed from the perspective of training purposes. A keywords network for each age group was constructed by KH Coder. As a result, Japanese language proficiency, culture-related knowledge and skills, and teaching skills were the central objectives of these training sessions. The main objectives of the training 1) in the 1990s were to improve Japanese language skills, promote understanding of cultures, and experience teaching methods; 2) in the 2000s, to develop teachers' awareness through collaboration and reflection; 3) in the 2010s, to develop reflective practice skills; and 4) in the 2020s, to realize deep learning for teachers. A comparison of these results with the discourse about Japanese teacher education led to the inference that training activities for NNTs may have been influenced by the discourse of native speaker teacher education in Japan. In response, we propose the need for future teacher training that considers training system of NNT and their professional development challenges.
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