中部大学教育研究20

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中部大学教育研究No.20（2020）―30―JournalofChubuUniversityEducationNo.20（2020）Short-termandLong-termImpactsof“PeerConsultation”asFDTraining:AQualitativeAnalysisfromaClassEvaluationPerspectiveTAKAHIRAMieko＊1,OKIHirotaka＊2,SUGIIToshio＊3,TERAZAWAAsako＊4,ISHIDAYasuyuki＊5,MIYASITAKoji＊6andNISHIKAWAKohji＊7＊1Professor,DepartmentofInterporsonalandSocialPsychology,FacultyofPsychology,RisshoUniversity/VisitingProfessor,OfficeforUniversityPlanning,ChubuUniversity＊2Professor,InstituteforTeachingandLearning,RitsumeikanUniversity/VisitingProfessor,OfficeforUniversityPlanning,ChubuUniversity＊3Professor,DepartmentofCivilEngineering,CollegeofEngineering,ChubuUniversity/Director,OfficeforUniversityPlanning,ChubuUniversity＊4Professor,DepartmentofManagementSynthesis,CollegeofBusinessAdministrationandInformationScience,ChubuUniversity/Director,DivisionofInstitutionalResearch,ChubuUniversity＊5Professor,DepartmentofBiologicalChemistry,CollegeofBioscienceandBiotechnology,ChubuUniversity/Director,DivisionofHigherEducation,ChubuUniversity＊6Professor,DepartmentofPhysicalTherapy,CollegeofLifeandHealthSciences,ChubuUniversity/DeputyDirector,DivisionofHigherEducation,ChubuUniversity＊7SecretaryGeneral,UniversityAdministrationOffice,ChubuUniversityAbstractInthisstudy,aqualitativeapproachwasusedtoexaminetheshortandlong-termimpactsofeducationalpracticesoftheparticipantsof“PeerConsultation”,aFDprogramwhichoffersbothtrainingandmutualclassobservation.Theresultswereanalyzedbasedonagroundedtheoryapproachusingthefollow-upinterviewsaswellasthefreedescriptionsoftheclassesleftbyfourteenfacultymemberswhohadparticipatedinthe“PeerConsultations”onetofiveyearsbefore.Tobeginwith,weexaminedthestructureoffacultymembers'evaluationperspectivesoftheirclassesandgeneratednewanalyticalcategoriesthatcouldcapturethecontentoftheparticipants'educationalpracticesandtheirtransformations.Next,thesecategorieswereusedtoclarifythedifferencesinparticipants'perceptionsandbehaviorsbetweenbeforeandaftertheirparticipationinthe“PeerConsultation”.Theresultssuggestedthatparticipatingin“PeerConsultation”andreflectingontheirclasseswaseffectiveinpromotingtheparticipants'awarenessofpreviouslyunseenaspectsoftheclassesandmotivationtoimprovetheclasses.Furthermore,itwassuggestedthatpeerconsultingcouldprovidethefundamentalinsightthatledtoamajorshiftintheirteachingstylesfrom“teaching-centered”to“learning-centered”.Keywordsfacultydevelopment,teacherreflection,peerconsultation,highereducation