A study about the instruction for master’s thesis and research works for “experience reflection” in graduate schools in Japan: interviews with the academic staff
DOI:
https://doi.org/10.31892/rbpab2525-426X.2019.v4.n12.p893-902Keywords:
Reflection, Professional education, Graduate studies, Research workAbstract
In this paper, it was analyzed some characters of instruction for master’s thesis and research papers for professional mature students in Graduate Schools in Japan. From interviews to 11 academic staff in Graduate schools, where they were teaching and instructing professional mature students, the following investigation results were shown: 1) a flexible approach for program completion; 2) instruction to reflective and biographical research approach (reflection in and on action, relativization of thinking and discussion, a bridge between theories and biographical life story etc.). Women staff and women professional students also proposed issues related to life, and flat discussion must be important especially for the independence of the women.
Downloads
References
IMAZU, Kojiro. The Conditions to Nurture Teachers. Tokyo: Iwanami Shoten, 2012.
CHIKADA, Masahiro. Application for Instructing Research Methodology Adult Students in Graduate Schools. A Study of the Tertiary Education in Nagoya. N. 8, Nagoya: Center for the Studies of Higher Education Nagoya University, 2008.
HONDA, Yuki. The Relevance of Graduate Education and the Career of Adult Graduates from Graduate School: is a pioneer study on this topic. Institute of Social Science. Tokyo: University of Tokyo, 2003.
MIWA, Kenji. What is Life-long Learning? Ootori Shobo: Tokyo, 2018.
MIWA, Kenji. The Meaning of Learning Interpersonal Relationship Oriented Specialized Work Such as Teachers-Findings from Investigation of Scientific Research Expenses. Educational Practices Annual Report, n. 2, p. 7-20, 2019.
Ministry of Education, Culture, Sports, Science and Technology MEXT, The Current Status of Life-Learning of Adult Students. Tokyo, 2012.
