The Framework of International Exchange Learning : An Analysis from a Coordinator' s Viewpoint

コクサイ コウリュウ ガクシュウ ジツゲン ノ タメノ ワクグミ コーディネーター ノ シテン カラ

オクバヤシ, タイイチロウ

Okubayashi, Taiichiro

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

When carrying out an international exchange learning project, a v ariety of tasks and factors have to be considered. In particular. the following elements need to be clarified: the role of the coordinator. the various types of support he/she is expected to provide. the tasks to be completed before the implementation of the project. In this paper, w e focus on the role of the coordinator in the process leading up to the international exchange learning project. especially the coordinator who supports these projects (describe this as the “support coordinator") and the coordinator who organizes the entire project in schools (describe this as the “school coordinator"). The results of this research show that support coordinators are required to provide comprehensive support to the participating school (s). on the basis of a good understanding of the cultural background of each community. On the other hand. the school coordinator was found to have a rather comprehensive role?that of“managing the persons involved in the projects within their own school."