{"created":"2021-03-01T06:14:40.181597+00:00","id":7983,"links":{},"metadata":{"_buckets":{"deposit":"27ae10a7-1861-44a8-976a-3f792572a406"},"_deposit":{"id":"7983","owners":[],"pid":{"revision_id":0,"type":"depid","value":"7983"},"status":"published"},"_oai":{"id":"oai:nagoya.repo.nii.ac.jp:00007983","sets":["748:749:750:962"]},"author_link":["22751","22752"],"item_1615768549627":{"attribute_name":"出版タイプ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_9_alternative_title_19":{"attribute_name":"その他のタイトル","attribute_value_mlt":[{"subitem_alternative_title":"The Present Conditions and Challenges of Training and Development Systems and Preparing Future Faculty Programs for Teaching Assistants in Universities in the U.S.","subitem_alternative_title_language":"en"}]},"item_9_biblio_info_6":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2008-03","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"215","bibliographicPageStart":"193","bibliographicVolumeNumber":"8","bibliographic_titles":[{"bibliographic_title":"名古屋高等教育研究","bibliographic_titleLang":"ja"}]}]},"item_9_description_4":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本稿の目的は、アメリカの主として博士号授与大学の学士課程で多用される教育助手（TA）に対する訓練・養成制度の現状と課題を解明することである。一般的に博士課程に在籍する大学院生はコース・ワーク、研究助手（RA）、博士論文等を通して研究能力を獲得しているが、教育能力の養成に関しては、必修科目やプログラムは極めて限定的であり、TA としての職務が教育実践と教育能力向上のための貴重な機会となっている。そこで本稿では、教育能力の養成をめざす二つのプログラムの現状と課題について記述する。第一に、主として新任TA に対する訓練･養成制度の現状と課題について取り上げる。第二に、1990 年代初頭から普及し、若手教育者養成を組織的に支援する動きとして注目されてきた将来の大学教員準備プログラムの現状と課題について考察する。これらの「第一段階」、「第二段階」とも言える養成制度についての考察を通して、特に博士課程に在籍する大学院生を、まずはＴＡとして、その後将来の大学教員として養成しているアメリカの研究大学の実態を解明していく。その前提として、TA 制度が発展してきた経緯とその運用実態の概要についてまず考察する。","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"The purpose of this study is to examine the present conditions and challenges of training and development systems for teaching assistants (TAs), who are used extensively at the undergraduate level of mainly doctorate-granting universities in the U.S. Most doctoral students acquire their research skills through course work, research assistantships, and dissertations. By contrast, there are very few required programs for doctoral students to develop their teaching skills, and teaching assistantships provide them with a precious opportunity to practice and improve teaching. This study, thus, closely examines the training and development systems for TAs to develop their teaching skills, and it divides the training and development systems for TAs into two phases. The first phase refers to the initial training for TAs, which is further broken down into centralized programs and departmental programs. The second phase refers to the professional development of experienced TAs as future faculty in colleges and universities. Through this analysis, this study sheds light on the actual conditions of research universities that train their doctoral students first as TAs and then as future faculty. This study is preceded by an examination of the reasons behind the expansion of the TA system and the present conditions in research universities.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_9_identifier_60":{"attribute_name":"URI","attribute_value_mlt":[{"subitem_identifier_type":"HDL","subitem_identifier_uri":"http://hdl.handle.net/2237/9714"}]},"item_9_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.18999/njhe.8.193","subitem_identifier_reg_type":"JaLC"}]},"item_9_publisher_32":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"名古屋大学高等教育研究センター","subitem_publisher_language":"ja"}]},"item_9_select_15":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_select_item":"publisher"}]},"item_9_source_id_7":{"attribute_name":"ISSN（print）","attribute_value_mlt":[{"subitem_source_identifier":"1348-2459","subitem_source_identifier_type":"PISSN"}]},"item_9_text_14":{"attribute_name":"フォーマット","attribute_value_mlt":[{"subitem_text_value":"application/pdf"}]},"item_access_right":{"attribute_name":"アクセス権","attribute_value_mlt":[{"subitem_access_right":"open access","subitem_access_right_uri":"http://purl.org/coar/access_right/c_abf2"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"吉良, 直","creatorNameLang":"ja"}],"nameIdentifiers":[{"nameIdentifier":"22751","nameIdentifierScheme":"WEKO"}]},{"creatorNames":[{"creatorName":"KIRA, Naoshi","creatorNameLang":"en"}],"nameIdentifiers":[{"nameIdentifier":"22752","nameIdentifierScheme":"WEKO"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2018-02-19"}],"displaytype":"detail","filename":"njhe_8_193.pdf","filesize":[{"value":"1.5 MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"njhe_8_193.pdf","objectType":"fulltext","url":"https://nagoya.repo.nii.ac.jp/record/7983/files/njhe_8_193.pdf"},"version_id":"719f2924-b7bc-4880-9260-f40b01382c9d"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"アメリカの大学におけるＴＡ養成制度と大学教員準備プログラムの現状と課題","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"アメリカの大学におけるＴＡ養成制度と大学教員準備プログラムの現状と課題","subitem_title_language":"ja"}]},"item_type_id":"9","owner":"1","path":["962"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2008-04-21"},"publish_date":"2008-04-21","publish_status":"0","recid":"7983","relation_version_is_last":true,"title":["アメリカの大学におけるＴＡ養成制度と大学教員準備プログラムの現状と課題"],"weko_creator_id":"1","weko_shared_id":-1},"updated":"2023-01-16T04:34:31.243850+00:00"}