中部大学教育研究20

23/168

試論学習パラダイムにおける学生とFDの関係を考える―13―JournalofChubuUniversityEducationNo.20（2020）AConsiderationontheNewFacultyDevelopmentHeldwithStudentsundertheLearningParadigm:Inspiredbythe"MiddleVoice"approachMIURAMakoto＊1＊1Professor,CenterforTeachingandLearning,KansaiUniversityAbstractItisproposedinthispaperthat,insteadofthetraditionalapproachtofacultydevelopment,the"MiddleVoiceApproach"isrobustinthesuccessoffacultydevelopment.Anoptimalefforttoenhancethequalityofeducationevolvedaroundactivelearningcallsforthere-designofaparadigmforfacultydevelopmentthroughcollaborativeinteractionwiththemainstakeholder,i.e.,studentsintheclassroom.Whileinthetraditionalparadigmofeducation,theimprovementoftalentinteachinghasbeenthegraveandpromisingaspectoffacultydevelopment;intheproposedparadigm,themainfocusmustbeshiftedtofostertheactive-learningmindsetbythelearner.Yet,inexperiencedlearnerscannotfacilitateorguidethemselvestomeettheirlifelonggoalswiththeactive-learningmindsetalone.Oritdoesnotmeantheeducationalsituationwheretheactivelearningactivitiesbythelearnerareexercisedunderthecarefullychoreographedlearningenvironmentdesignedbytheinstructor.Inotherwords,activelearnersarenotthemaininitiatoroftheirlearningorthe"causee"ofactivelearning.Theinstructorinchargeofthecourseisthecauseroflearning,either.Withcollaborationandinteractionofbothactivelearnersandinstructorsinthelearningambiance,（namely,the"MiddleVoiceApproach"）,theactivelearningmindsetbythelearneraswellastheFDendeavorwillgrownaturallythroughtheprocessofactivelearning.KeywordsFacultyDevelopment（FD）,ActiveLearning,"MiddleVoiceApproach",ParadigmforFD