Student and Teacher Learning:

Abstract

The purpose of this paper was to review present research in the areas of teaching, learning, and cognition based on papers published in The Japanese Journal of Educational Psychology during the period July 2017 to June 2018 and presented at The 60th Annual Meeting of the Japanese Association of Educational Psychology in September 2018. One of the perspectives of this paper focused on ＂proactive, interactive, and deep learning,＂ and the findings were organized into research on proactive learning, interactive learning, deep learning, and class design integrating three learning types. Research findings on teacher learning were also reviewed, as elucidating the mechanism of how teachers improve their teaching skills is important when implementing the goals in new courses of study in Japan. In the discussion, the following two points are stressed: (1) despite its importance, few studies on teacher learning have been conducted, so further research in this area is needed; and (2) it is important to cultivate foundations to conduct applied field research by, for example, creating opportunities to involve educational practices.