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SUZUKI Masatoshi

FacultyAdvanced Elementary Teacher Education
PositionProfessor
Mail
HomepageURL
Birthday
Last Updated :2025/04/12

Researcher Information

Degree

  • Ph.D.（2012/06）

URL

J-Global ID

Profile

  • 196502

Research Interests

  • 多文化教育   幼児教育   Early Childhood Education   

Research Areas

  • Humanities & social sciences / Education - general / Early Childhood Education

Academic & Professional Experience

  • 2024/04 - Today  Hyogo University of Teacher EducationGraduate School of EducationProfessor
  • 2007/04 - 2024/03  Hyogo University of Teacher EducationGraduate School of EducationAssociate Professor
  • 2006/04  Hyogo University of Teacher EducationGraduate School of Education
  • 2002/04  Hyogo University of Teacher EducationCenter for School Education Research
  • 1995/04  Hyogo University of Teacher EducationCenter for School Education Research
  • 1993/08  ウィスコンシン州立大学マジソン校 Teaching Assistant
  • 1989/04  堀田若草幼稚園 教諭

Education

  • 1991/08 - 2012/06  University of Wisconsin-Madison  School of Education  Curriculum and Instruction
  • 1989/08 - 1991/08  University of Wisconsin-Eau Claire  School of Education  Curriculum and Instruction
  •        - 1989/03  Hyogo University of Teacher Education  大学院学校教育研究科

Published Papers

Books etc

  • 小田豊・神長美津子（編）『平成20年改訂 幼稚園教育要領の解説』
    ぎょうせい 2008
  • 榎沢良彦・上垣内伸子（編）『保育者論』 2004年 「世界の保育の課題と展望」
    同文書院 2004
  • 小田豊編『保育原理』「情報と子どもの生活」
    北大路書房 2004

Conference Activities & Talks

  • 「ビデオ再生刺激法を用いた幼稚園・小学校教師の発達観の比較研究」  [Not invited]
    『乳幼児教育学研究』  2008  日本乳幼児教育学会
  • 小田豊・神長美津子（編）『平成20年改訂 幼稚園教育要領の解説』  [Not invited]
    2008  ぎょうせい
  • 「保育者の持つ“よい保育者”イメージに関するビジュアルエスノグラフィー」  [Not invited]
    『質的心理学研究』  2005  質的心理学会
  • 「Japanese kindergarten teachers’ beliefs on intellectual Development」  [Not invited]
    『International Journal of Early Childhood Education』  2004
  • 「世界の保育の課題と展望」  [Not invited]
    榎沢良彦・上垣内伸子（編）『保育者論』  2004  同文書院
  • 「情報と子どもの生活」  [Not invited]
    小田豊・森真理（編）『教育原理』  2004  北大路書房

MISC

Research Grants & Projects

  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2016/04 -2021/03 
    Author : 秋田 喜代美; 小田 豊; 芦田 宏; 鈴木 正敏; 門田 理世; 中坪 史典; 上田 敏丈; 野口 隆子; 箕輪 潤子; 森 暢子; 椋田 善之
     
    昨年度までに収集したデータの分析を行い、特に以下の２つの点から行った。 第一は、私立幼稚園の園長のリーダーシップやその事業継承の相方についての分析検討である、そこからまず園長のタイプによって園運営で感じる手応えには違いがあり、事務職務中心の園長は広報関係に、職員指導職務中心の園長は保育者の育成に手ごたえを感じていることが明らかになった。、そして効果的な園運営のためには、若手園長は教職員のコミュニケーションや保育に直接関わる傾向があるのに対して、中堅園長は業務として園外にいることも多くなり、園運営の体制や保護者・地域との共同に目を向けることは効果的とする傾向があり、経験年数によっても違いがあることが示された。 そして事業継承に関しては、３つのタイプ、制約的、先導的、実施鵜的という異なるタイプがあることを見出し、またその中でも事業継承の中で教育理念や職員との信頼関係、保護者との関係の質を大事にしていることが新たに明らかになった。 また第二には共同研究者が関与している１５園においてその園内研修を一つのまとまりとして見るのではなくその中でも個人によってどのような相違がみられるのかということを検討をした。方法としては「心に残った発言」「研修を活発にした・深めた発言」「学んだこと」に関する研究各回の自由記述分析を行うことによって、学びの深まりの様相として、「知る・わかる」「気づく」「考える・見つける」の３つの段階があること、また同僚間の関係を見ると研修の内容や方法法によって、視点が限定的なものから多様な視点が生まれる研修までの幅があることが明らかになった。そしてさらにその学びの深まりを図示する方法を考案することで、各園の特徴を明らかにすることをことを試み、論文化した。
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2011/04 -2016/03 
    Author : AKITA KIYOMI; UEDA Toshiharu; MORI Nobuko
     
    To ezsamine the effects of quality of ECEC seettings on children's development from 4-years'old to the 2nd grades, the longitudinal data of 1244 children's congnitice (vocanulary and sicentific reasoning) and non cognitive development (collaboration and self-reguilation) has been collected in 24 ECEC settings. The quality of these seetings has been evaluated by using ECEC quality scale that were originally developed. The results showed as follows:①quality of ECEC settings at four-year old class predicts the chilren's vocaburary develoment at １st and ２nd grade. ②The quality of ECEC effects on five year-old children' scientific reasoning ability, but the differences were dissapered after entering school.③ There are diffrences of children's growth of non-cognitive e development between ECEC settings.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2011 -2013 
    Author : KOGAWA Masafumi; NAGASE Hisaaki; NAGASAWA Noriyasu; TERAO Yuko; SUZUKI Masatoshi; BESSO Junji; OYANAGI Wakio
     
    The aim of this research is to articulate the view of teacher's competency. Twelve teachers were interviewed. The data analyzed with a qualitative analysis method (MGT.) Nineteen competencies were abstracted from the analysis. Then more than 1,000 teachers answered to questionnaire which consisted of questions: competencies level when their first year as teachers, amount of growth through teacher's experience, the most important five competencies as teachers in contemporary society. The findings ware discussed compering with previous research for teacher's career development in some foreign countries.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2008 -2010 
    Author : BESSO Junji; NAGASAWA Noriyasu; UENISHI Ichiro; TANAKA Yukitane; NASUKAWA Tomoko; YOKOGAWA Kazuaki; SATO Tetsuya; ISHINO Hideaki; SUZUKI Masatoshi; SHIMAZAKI Hirotsugu; ADACHI Tadashi; IIZUKA Kyoichro
     
    This study attempted to develop an Attainment Benchmark for Practice Teaching Based on Teacher Standards for a Kindergarten Teacher Training Program. This benchmark consists of 51 items with 8 categories, generated from a survey research conducted nation-wide. According to these 51 standards, evaluation keys were created for student teaching of kindergartens at Hyogo University of Teacher Education. Using the evaluation keys to measure achievement/growth levels of student teachers, it was found that junior-year students showed greater growth in the program while their achievement level was not high enough. However, senior-year students showed reverse results in their student teaching. Also, junior-year students' achievement level tend to be higher when using the evaluation keys, compared to the cases without using those keys.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2007 -2010 
    Author : AKITA Kiyomi; ODA Yutaka; ASHIDA Hiroshi; SUZUKI Kmasatoshi; KADOTA Riyo; NOGUCHI Takako; MINOWA Junko
     
    This study examined Japanese children's transition from early childhood education to elementary school education through three different components. At first, the authors conducted interviews of children in Japan and Taiwan and surveys of parents before and after entering elementary schools to look for changes and differences of their perceptions, anxieties, and expectations of schooling Japanese children tend to have more anxieties of peer relationships, learning, or school lunch, while Japanese parents would have expectations for basic life skills, group lives, emotional development, or peer relationships. The authors surveyed kindergarten and elementary school teachers, regarding vocabularies and pedagogical views, plus surveys of teachers who experienced exchange between kindergartens and elementary schools. It was suggested that kindergarten and elementary school teachers have different views at the level of their vocabulary and different trajectories of accommodating different school cultures.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2004 -2006 
    Author : ODA Yutaka; AKITA Kiyomi; ASHIDA Hiroshi; SUZUKI Masatoshi; KADOTA Riyo; NOGUCHI Takako
     
    This study is about to conduct cultural comparative studies on early childhood educators' perception of their practices. Through this three-years-grant period, we developed a video-stimulated method adopted a multivocal ethnography (cf., Tobin, 1989) and produced video clips from early childhood education facilities in Japan, US, and Germany. Then, we asked early childhood educators in three countries to respond to the video clips. Those responses have been compared and analyzed in order to speculate their similarities and differences among three cultures, comparing their professionalism in their own contexts. The followings are two major results in this study : 1. Examining a nature of "good practices" Analyzing the Japanese, German, and US preschool teachers' responses and discourse through the developed method, elements of "good practices" were depicted. Examining an image of Japanese preschool teachers' perception of "good preschool teachers", in particular, it is suggested that images of "good preschool teachers" were tied to an idea of "child-centered-oriented" practices (Noguchi, et al.,2005). 2. Depicting preschool teachers' tacit practical knowledge and beliefs in practical context To examine and compare perceptions tacit practical knowledge of Japanese and German early childhood educators with the video-cued multi-vocal ethnography, we interpreted the data with identifying key words included most frequently in the discourse of the preschool teachers, and categorizing the contents of sentences that include those key words. In doing so, one can speculate that which key words are commonly used between cultures of Japanese and German early childhood education, and what is argued by those terminologies. The central themes of each culture's own shared perception and practical knowledge regarding early childhood education are depicted through such analysis. As a result, three common themes are found: (1) respect for children's autonomy and independence/opposition to teachers' instruction (2) standpoint of emphasizing children's social development', and (3) concern for safety' However, the internal structures of those perspectives are different from Japanese to German concepts, reflecting each country's history, culture, and system of early childhood education (Ashida, et al., 2006).
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2004 -2006 
    Author : AKITA Kiyomi; ODA Yutaka; ASHIDA Hiroshi; SUZUKI Masatoshi; KADOTA Riyo; NOGUCHI Takako
     
    Tree researches have been done as follows. 1. We made video-clips of kindergarten settings and school settings for stimulus by observing, recording and editing. Using multi-voiced visual ethnography method, we collected the data of 64 kindergarten teachers and 63 elementary school teachers and 108 undergraduate students who are majoring in teacher education. The results of comparison between early childhood teachers and elementary school teachers. suggests that kindergarten teachers tend to perceive teaching scenes from the various perspectives, not only cognitive aspect, but also social and emotional aspects. On the contrary elementary teachers perceive children's behavior more detail from the points of goals. 2. We surveyed about the key concepts teacher often refer to the pedagogical reasoning by using free-association recall method. Ninety-two kindergarten teachers and 101 elementary school teachers participated this survey. Comparing the words kindergarten teachers and elementary school teachers associated, there are big differences of referent meaning, " understanding children", "construction of learning environment" etc. These differences suggest the differences among these teachers professionality. 3. We collected researches about transition from kindergarten to elementary school and information about connection of both curriculum in East Asian countries (China, Korea, Taiwan, Hong Kong), in United States and in European countries (England, German and Holland). Survey shows that East Asian countries tend to promote project approaches for linking Kindergarten to School and England and German start to reform the way of teaching in 1st graders in elementary schools.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 1997 -1998 
    Author : NAGASAWA Satoru; SUZUKI Masatoshi
     
    During the first year of this study (1997-8), authors conducted a surveythroughe-mail to obtain information such as conditions of internet connection, placementof computers, and teachers attitudes toward information technology, targeting 127elementary and 130 junior high schools, Those schools areparticipating either 100-school Networking Project or Konnet Plan, and hold homepages on the World WideWeb. For the second year of the study (1998-9), authors investigated 5 elementary and 2 junior high schools, which are advanced in information technology, throug hearing interview sessions followed by physical measuring of placement of computers and furniture pieces. Also, actual classroom sessions had been recorded usingtime study, and 19 instructional patterns emerged through this process. As a partof the research project, authors had review sessions ar University of Wisconsin -Eau Claire, coupled with ones at surrounding school districts. Media specialists and teachers of three school districts participated review sessions. Authorsalso collected information about information technology in schools from those districts. Based upon data analysis of these surveys and information, a proposal of concrete strategic plans had been made with following components : plans for computer rooms, designs of informational infrastructure of Instructional Media Center (IMG), facilitating environment for distance education using two-way communication network, plans for constructing intra-school network connected with wide-area network in local communities, and conditions for effective/smooth utilization and management of information network in schools.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 1996 -1997 
    Author : KATAYAMA Chuji; DUNLAP William P; HOGGE James H; CHO Kwan-Jun; NAKASU Masataka; BAE Han-Kuk
     
    For the second year of this research on Global Education Curriculum, many examples of implementing Global Education into k-12 curriculum had heen collected among three countries : Japan, Korea, and the United States. As concluding this series of research, researchers who involved in this project contributed to the booklet published under the title, International comparative study of Global Education : "Development the materials and curriculums conceming with Global Education." In the report, Korean researchers described its development of Global Education in the context of history and geography education, and how the nation seeks for a new educational system which enable to foster international perspectives in Korean students. American researchers contributed to the extensivc collection of the curriculum which includes International Business in high school Global Education Unit in middle school, and integrated curriculum contents in elementary school. Japanese researchers had visited Korea, and had insights on how Korea and Japan can cooperatively develop their own curriculum conceming the friendly relationship between Korea and Japan. Also, others visited the United States and had observed Global Education in action : schools utilizing the internet and other multimedia tools for getting information world-wide, teacher training courses applying the international perspectives in, such as, art & dance programs for pre-service teachers. The final report will be a fruitful resource for considering the possibility of implementing Global Education into any country's curriculum.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 1995 -1995 
    Author : HAMANA Tokio; HOGGE James h; DUNLAP William p; TERAOKA Toshio; SATO Akira; HOSOYA Yasuhiko; TSUJI Hiromu; MORIHIRO Kouichiro; SUZUKI Masatoshi; NAGASAWA Noriyasu; KOGAWA Masafumi; NAGASE Hisaaki; WATANABE Yuko; NARITA Shigeru; NAGAISHI Atsushi; KIM Duk-man; HONG Gil-suk
     
    Following the plan of prior research, this research focuses on students' interaction among Japan, Korea, and U.S.A.via computer network. Instead of using letters and videotapes, Internet was used for their communication to insure more frequent interactions as well as usage of multimedia. Most of schools in this study had access to Internet except an elementary school in Seoul. A few shools in U.S.A.were capable of using World Wide Web (WWW), which can send both texts and pictures.Others had to get transferred copy of "home pages" from the local universities, who are collaborating with the host university (HUTE). There are no participating middle schools from Korea this time. The Attached Elementary School and Middle School to Hyogo University of Teacher Education had constructed their own "home pages" on Internet, and encouraged other participating students in Korea and U.S.A.Besides, the middle school student had sent e-mail messages to students in the U.S.schools. There were messages back from two schools. These interactions increased interests in intercultural awareness among students in both sides, and Japanese students became committed to use their English ability. However, three problems arose in the process of this study. 1) Because of the language barrier, elementary schools had difficulties with communicating with the other side. It required teachers a heavy load of translating Japanese into English. 2) When was proposed person-to-person communication using pictures on WWW,American parents objected because of the possible use of personal data for criminal action, such as kidnapping. 3) Using students' own interests did not result in well-organized interaction between cultures because some of them lack explanations. Accessible information databases about each other's culture are needed to encourage vigorous interaction and intercultural understandings.
  • 幼児期から児童期への接続
  • Transition from early childhood to elementary education

Social Contribution

  • society activity
    Event, Program, Title : 共に保育を考える

Media Coverage

  • society activity
    Program, newspaper magazine: 三田市幼児教育振興委員会
  • society activity
    Program, newspaper magazine: 加西市未来の学校づくり検討委員会
  • society activity
    Program, newspaper magazine: 豊能町立保育所・幼稚園の今後のあり方検討委員会

Other link

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