Short Bio
Dr Kiiko Ikegami is an Adjunct Professor at the University of Saint Joseph. Kiiko received her PhD from Monash University, Australia. Kiiko also has an MEd (Special Education Needs) from the University of Newcastle Upon Tyne, UK and a BEd from the University of Southern Queensland, Australia. Kiiko joined USJ in January 2019 and is currently based in Melbourne, Australia where she previously worked at the Faculty of Education, Monash University. She has extensive teaching and academic experience across Australian and international contexts. Her specific research area of interest is quality education. Her other research interests include the Soka education model, educator’s knowledge & beliefs, and practice. Kiiko has various teaching specialities, including the theoretical foundations of education, curriculum and assessment studies, family-school partnerships, inclusive education and supervising undergraduate and postgraduate students.
Publications
Published book chapter
Ikegami, K. (2023). Professional Needs for Teachers Implementing Value Creating Education. In E. Bosio, & M. Guajardo (Eds.). Value Creating Education: Teachers' Perceptions and Practices. Routledge.
Fridani, L. & Ikegami, K. (2021). Challenges and Learning Strategy for young children with special needs during the pandemic in Indonesia ( in Anthology Challenges in Management of Early Childhood Education during Pandemic). Policy Review, Curriculum, and Adaptation of Implementation Policy Research Centre Research Agency of Development and Book Ministry of Education, Culture, Research and Technology.
Agbenyega, J. S., Ikegami, K., & Rivalland, C. (2021). Soka education philosophy as a foundation for teacher preparation in creating inclusive education. In J. Goldman, J. Lambrecht, and T. Loreman (Ed). Resourcing Inclusive Education: International Perspectives on Inclusive Education, Volume 15, (pp. 117–132). Emerald Publishing Limited. ISSN: 1479-3636/doi:10.1108/S1479-363620210000015010
Ikegami, K., & Grieshaber, S. (2017). Re-conceptualising quality early childhood education: What does Soka education have to offer? In M. Li, J. Fox, & S. Grieshaber (Eds.). Contemporary issues and challenges in early childhood education in the Asia-pacific Region. Dordrecht: Springer.
Published peer-reviewed journal papers
Ikegami, K. & Morrison, K., & Sio, K. I. (under review). Waldorf Early Childhood Education: From the West to the East.
Monteiro, E., Ikegami, K., & Agbenyega, J. (under review) Using the Index of Inclusion to explore Macao educator’s perspectives on the implementation of inclusive practice.
Ikegami, K., & Rivalland, C. (2016). Exploring the quality of teacher-child interactions: The Soka discourse in practice. European Early Childhood Education Research Journal, 24(4).
Ikegami, K., & Agbenyega, J. S. (2014). Exploring educator’s perspectives: How does learning through ‘happiness’ promote quality early childhood education? Australasian Journal of Early Childhood, 39(3), 46-55.
Klibthong, S., Fridani, L., Ikegami, K., & Agbenyega, J. S. (2014). The relationship between quality early childhood programs and transition services in inclusive education of young children. Asian Journal of Inclusive Education, 2(1), 35-55.
Conference Forum and Presentations
Ikegami, K. 2023. June 24 -26, International Conference on Education and New Developments, Lisbon, Portugal.
Ikegami, K. 2018. August 9-11, 1st International Conference on Ikeda/Soka Studies in Education. DePaul University College of Education, 2247 N. Halsted Avenue, Chicago, IL 60614-3624
Ikegami, K. 2016. August 7-10, International Research Forum on Ikeda/Soka Studies in Education. DePaul University College of Education, 2247 N. Halsted Avenue, Chicago, IL 60614-3624
Ikegami, K., Agbenyega, J.S., 2014, Quality of early childhood education revisited: Voices of teachers in Soka kindergartens, European Early Childhood Education Research Association (EECERA) 24th Conference. ‘US, THEM & ME: Universal, Targeted or Individuated Early Childhood Programmes’, 7 -10 September, 2014, Crete, Greece, p. 23.
Ikegami, K., 2013, Exploring educator’s perspectives: How does learning through happiness promote quality early childhood education, Pacific Early Childhood Education Research Association (PECERA) 14th Annual Conference. Empowering Children's Empathy via Early Childhood Education, 4 - 6 July, 2013, Seoul, Korea, p. 139.
Ikegami, K., Agbenyega, J.S., Rivalland, C.M.P., 2013, Exploring the quality of teacher-child interactions: The Soka discourse in practice, Pacific Early Childhood Education Research Association (PECERA) 14th Annual Conference. Empowering Children's Empathy via Early Childhood Education, 4 - 6 July, 2013, Seoul, Korea, p. 181.
Ikegami, K., 2012, Education equity in Hong Kong school education, Monash Education Research Community (MERC), Global Education System Day, 1 November, 2012.
Ikegami, K., 2011, Standards-based education and assessment in Midland China and Hong Kong, Monash Education Research Community (MERC), Global Education Systems Day, 21 November, 2011.
Modules
Year 1 Doctorate
This module aims to introduce participants to key elements of doctoral research in the broad sense of an Academic framework. It focuses on providing an understanding of the research support Mechanisms at USJ and in overviews of the main research specialisation fields within the University of Saint Joseph, namely Business Administration; Education; Global Studies; Government Studies; History; Information Systems; Psychology; Religious Studies; Science. The course also provides an opportunity for the students to present and discuss their own work in a seminar environment.
This Module provides an initial experience of supervised research work where students will work with their intended supervisor in a collaborative tutorial model that resembles the practice of Thesis Supervision. During the Module the intended supervisor will guide the student trough multiple meetings (up to 15) during a full academic year The students will conduct autonomous research that should result in a preliminary literature review, research contextualisation and a thesis proposal completely finished and prepared to be submitted to the Foundation Year Final thesis proposal review and assessment instances.
Year 1 Master
本課程分析了澳門正規教育課程的框架及相關的發展改革。學生透過本課程能進一步了解澳門「基本學術要求」的相關規定。
同時亦會講述多層次的課程發展規劃，以及教師與教育相關人士在其中扮演的角色。
學生將會探討課程設計、教學與評估之間的複雜關係。學生需要具備調整課程規劃的能力，以應對不同類型學生的需求，如天賦特別優秀的學生、身心障礙學生等。
Year 1 PGDE
這個課程讓學生對某一課題作出相應的策劃、開發和評估，從而對整體課程作評估以及政策分析。課程介紹了一些重要的問題，課程規劃與發展模式。並延伸考慮課程規劃，確定課程的宗旨和目標，選擇和組織內容以及其他學習資源，以配合不斷變化和發展的課程。此外，還會對整體課程規劃作考察；評估和記錄，並對不同標準的時間框架，從長遠規劃，至每週，或每天作具體的備課。好讓對評估學生在學習上有更好的技能和能力的知識。
Year 2 Bachelor
In this module students will develop awareness of the most salient models of curricular organization and respective practices concerning curriculum design, development and evaluation. The emphasis will be placed in the role played by schools and teachers in developing, implementing and evaluating the curriculum. The module aims at promoting student's acquisition of adequate knowledge in the field of Curriculum Theory as to provide them with the conceptual tools required both to design a curriculum at school level and to develop a reflective stance towards the curricular debate.
This module offers an introduction to the concept of diversity, equity, and to an understanding of inclusive education. Students will learn how schools and classrooms can support students with special educational needs. Students will learn how environments, curricula, and pedagogies can be designed and modified to support individuals' diverse needs and that are aligned with inclusive practices. The module will examine the arguments for inclusive school and evidence for the success of inclusion. Students will learn ways in which the curriculum can be adapted to enable inclusion and treatment needs across the array of special educational needs.
Year 3 Bachelor
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this first practical module students will commence their teaching practice. After a period of observing the lessons of experienced class teachers, students will then begin to work with small groups of pupils on classroom activities in collaboration with an experienced class teacher. The student will also assist an experience class teacher in the basic administrative tasks required of a class teacher. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
Year 4 Bachelor
This subject aims to introduce different literary genres. Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Gender is a cultural construct that shapes individual’s lives, in the sense that it influences personal experiences and beliefs. The study of gender interests both psychology and sociology for it is located at the crossroads of these two disciplines. Therefore, both perspectives, psychological and sociological, will be consistently considered.
Students will be exposed to several theoretical approaches on gender differences and gender development, covering biological grounded views, social learning views and cognitive developmental views, among others. Consequences of gender bias and stereotyping in culture, work organizations and media will be discussed. The course intends to (1) contribute to a better understanding of socialization, cultures and policies from a gendered perspective and to (2) encourage students to think critically regarding widely accepted gender roles.
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
In this practical module students will continue their teaching practice. Students will further develop their skills and experience in developing lesson plans and learning activities. The student will work with the entire class and learn how to promote a safe and supportive learning environment for all pupils to facilitate their learning. Supervision of the student will be conducted collaboratively between the school, an experienced class teacher and a university tutor.
In this final practical module students will complete teaching practice. In this module, students will be expected to take the lead responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will utilise the skills and knowledge acquired in taught modules together with their previous teaching practice to independently planning teaching and learning for a whole class. This will include the selection of appropriate teaching methods and assessment strategies to enhance student learning as well as consolidating their skills in managing the learning dynamics and interactions in the classroom.
