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インデックスリンク
アイテム
防災・減災を扱う教員研修の実態
https://doi.org/10.24517/00054034
https://doi.org/10.24517/000540347c525a99-36fd-4843-9d47-35da683573ec
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
AA11430153-50-25-34.pdf (950.1 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-05-22 | |||||
| タイトル | ||||||
| タイトル | 防災・減災を扱う教員研修の実態 | |||||
| タイトル | ||||||
| タイトル | The Current Situation Regarding Teacher Training Programs for Disaster Mitigation in Japan | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教員研修 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 防災・減災 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 学校安全 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | DIG | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | teacher training program | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | disaster mitigation | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | school safety | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Disaster Imagination Game | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | DIG | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.24517/00054034 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
青木, 賢人
× 青木, 賢人× 林, 紀代美 |
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| 著者別表示 |
Aoki, Tatsuto
× Aoki, Tatsuto× Hayashi, Kiyomi |
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| 書誌情報 |
日本海域研究 en : Japan sea research 巻 50, p. 25-34, 発行日 2019-03-22 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1347-7889 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11430153 | |||||
| 出版者 | ||||||
| 出版者 | 金沢大学環日本海域環境研究センター | |||||
| 出版者（別名） | ||||||
| 出版者 | Institute of Nature and Environmental Technology Kanazawa University | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | At the time of the Tohoku Earthquake and Tsunami in Japan (also known as the Great East Japan Earthquake) on March 11th 2011, it is well known that the judgment and behavior of school teachers on that day had a great influence on the safety of school children and students. The improvement of disaster prevention education and disaster prevention countermeasures at schools requires the improvement of awareness as well as a better knowledge of disaster prevention among the teachers themselves. Meanwhile, at the educational level in Japanese schools, the work rate of teachers is hectic due to countless tasks, and there have been stress-related problems that illustrate the necessity of reducing excessive workloads. Based on these circumstances, it can be pointed out that it is important to more effectively conduct teacher training on disaster prevention education and disaster prevention countermeasures. This research conducted investigations in order to devise better teacher training vis-a-vis practical disaster prevention, to properly comprehend the actual condition of teacher training in each prefecture, and to find successful cases. We also conducted a questionnaire-survey related to the above objectives for each prefectural board of education in Japan. As a result of these surveys, we discovered the following information. Most prefectures with a history of severe disasters and those based in the precarious Nankai Trough/ megathrust zone responded to the questionnaire-survey. These areas are categorized as Types A, B and Cl (according to the earthquake risk). In these areas, the law states that prefectures must take disaster prevention and preparation measures. During the research, those prefectures in Japan without a recent history of disasters (Type C2) did not respond to the questionnaire-survey. The research also found that only a few prefectures organized disaster mitigation and preparations for all its teachers. Even in those prefectures that fully prepare and train all their teachers under programs like the "training for newly appointed teachers" and "training for middle-level teachers " (the so-called "ten-years recurrent training"), some but not all teachers participate. This is despite the fact that the participation of all teachers is compulsory under Japanese law. Even among teachers who are school principals and school vice-principals, not all have participated in the required training. Another problem is that training often involves the attendees just sitting passively while listening to lectures. Only a small number of prefectures hold active practical training programs such as the Disaster Imagination Game (DIG) I Hinanjo Unei Game (HUG). |
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| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
