@article{oai:soar-ir.repo.nii.ac.jp:00019259,
 author = {林, 寛平},
 journal = {比較教育学研究},
 month = {Jan},
 note = {This paper discusses the change in teaching style in Sweden from 1960 to 1980 stemming from the decentralization reform in education. This discussion is important in two ways: to focus on the Swedish case as a suggestive model for Japan and to link decentralization as an administration reform with what happened in the classrooms.<br/>Decentralization is one of the key agendas in education reform in many countries, with Sweden having received much attention as a pioneer in the field. It is important for Japan to look at the Swedish case, as the once highly centralized Swedish administration system is very similar to the Japanese administration system. Decentralization is a popular field of research in educational administration and policy. Although previous research has revealed changes in the relations among several levels of administration (i.e., the central government and local authorities), change that occurs daily at the classroom level has often been overlooked.<br/>There is evidence that during this period in Sweden, the quantity of teaching in small groups and individualized teaching increased, while whole class teaching decreased. Furthermore, the teaching of interdisciplinary topics and the development of related teaching resources began at this time. This paper defines the ''working team" (arbetslag) as a factor for this change, and proposes that the emergence and expansion of the working team was stimulated by decentralization reforms. A working team indicates a team of teachers and students, often consisting of teachers with different subject specialties who are responsible for certain groups of students. The team plans the curriculum and can divide students into flexible group sizes suitable to the content and method of teaching. The working team is now a common concept in Swedish schools. According to the Swedish National Agency for Education, 96% of teachers in the compulsory school participated in a working team in 2003.<br/>In this paper, the notion of formal and informal institutions is used to link decentralization reforms and change in classroom practice, with the working team considered as a medium. First, the concept and system of working team is introduced and defined within a context of the decentralization of education (i.e., change within formal institutions). Second, how the working team in schools has changed the daily habits and professional practices of teachers, such as teacher collaboration and teaching (i.e., change within informal institutions) is discussed.<br/>Three projects are discussed: the Trump committee experiment (1964-1965); the VGL experiment in Malm6 (1965-1968); and the Sanden school project (1977-1980). The Trump committee experiment aimed to optimize class size, and was itself modeled after an experiment by the American educational researcher, J. L. Trump. Planned by the central government, the experiment found that the Trump model of organizing teachers, teaching assistants and office assistants into one team did not match the professional culture in Swedish schools. The VOL experiment was planned to search for a form of classroom and instructor organization that was better suited to the Swedish school environment, thus the experiment was operated in a more flexible manner. A school in Malm6 implemented a model in which two qualified teachers taught three classes with two assistants and one secretary. Again, the division of roles between the teachers and the assistants proved problematic. The two aforementioned experiments were cited in the SIA committee's report, which investigated the practices and activities inside schools in 1974, and which was the starting point of decentralization reforms in education. Citing these projects, the SIA committee's report presented the idea of the working team.<br/>The Sanden school project is one example of the working team that emerged after the SIA committee's announcement. Compared to the two previous experiments, the Sanden school project was different in some aspects. The collaboration of teachers at Sanden school started spontaneously and out of necessity. A serious discipline problem in one teacher's classroom led teachers in the neighboring classrooms to begin working together more closely. There were four teachers from different subject specialties teaching two classes. According to the project's report, teachers indicated that they reorganized the time schedule of the two classes to create more opportunities to teach together. They also began to develop cross-subject materials. Students were also actively involved in the planning of teaching and learning. Students and parents responded positively to the project, with students reporting that they were both more independent and active in learning. After the report of the Sanden school project was published, many teachers and teacher education institutions referred to it, and the working team expanded nationally. The change in teaching style can be understood as a consequence of the proliferation of the working team. It enables a flexible grouping of students, as well as interdisciplinary instruction of theme-based topics.<br/>Finally, the paper discusses how teaching style, as having been affected by the expansion of the working team, relates to decentralization reform. Three aspects are mentioned. First, the concept of the working team, as it emerged in the process of decentralization, enabled linkages between formal and informal institutions. After the SIA committee’s report, teacher education at the school level was enhanced in order to implement the idea of the working team. Gradually, change in teaching style, teacher collaboration and interdisciplinary teaching emerged. Second, the implementation process of the working team after the SIA committee's report was itself decentralized. Unlike previous experiments that were planned centrally, the projects were planned and implemented locally at the school level by teachers, as a part of school development activities. Third, the ideology of decentralization was seen in the practical application of the working team at the classroom level. The ideology of decentralization reforms such as democracy, autonomy, and flexibility were seen in the teachers' discourse at Sanden school as well, this time indicating the cooperative relationship between teachers and students. These three aspects characterize the relationship between the decentralization reform and classroom practice., Article, 比較教育学研究. (48):3-23(2014)},
 pages = {3--23},
 title = {スウェーデンの脱集権化改革がもたらした授業形態の変容 : 1960年から80年の「活動チーム」の形成と普及に着目して},
 volume = {48},
 year = {2014}
}