Dear everyone,

I am Tadashi ASADA at Waseda University. I am spending my sabbatical at
London Center for Leadership in Learning in the IoE, the University of London.

I provided some information about Kounai-ken(In-service teacher training
programme within school) from in my view, and referring to Rowely's work, I
discuss some questions with you. I look forward to learning from this
discussion.

I attached 3 files to this e-mail.
In Kounai-ken1 I summarized the features of Kounai-ken from my view. In my
view, Kounai-ken is a kind of learning community among teachers.
Kounai-ken2 shows the communication flow of Kounai-ken, because the
effectiveness of learning community is thought to depend on the quality of
communication. And in the process of communication some roles, which relate
to the qualities of a good mentor, seem to be required.
Kounai-ken3 is the summary I made from Rowely's work. 

Based on the above 3 papers, I made 4 questions;
1) What aspects of kounai ken seem most useful to you for promoting
teachers' CPD?
2) How might mentoring and coaching facilitation support teachers' CPD in
kounai ken?
3) Are there particular types of mentoring and of coaching that might be
most effective?
4) What kinds of successful school-based mentoring and coaching programmes
might be adapted to support kounai ken as a means to teachers' CPD?

I would like to discuss according to 4 questions.

With best wishes,
Tadashi