WEKO3
アイテム
学び続ける教師に求められる学習に関する実証研究 : 変容的学習の視点から
https://doi.org/10.15083/0002000556
https://doi.org/10.15083/0002000556c6912ef6-df58-44bc-b8e3-56a605c16beb
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_60_06.pdf (2MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-07-14 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 学び続ける教師に求められる学習に関する実証研究 : 変容的学習の視点から | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Empirical research on learning required for teachers who need to continue to learn : From the perspective of transformational learning | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| タイプ | departmental bulletin paper | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.15083/0002000556 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 著者 |
吉村, 春美
× 吉村, 春美
× 福島, 創太
|
|||||||||||||
| 著者所属 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 著者所属 | 学校開発政策コース | |||||||||||||
| 著者所属 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 著者所属 | 比較教育社会学コース | |||||||||||||
| 抄録 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | The purpose of this study is to empirically verify whether the transformational learning required for teachers who need to continue to learn is promoted by formal training participation. It was conducted a questionnaire survey for teachers who participated in and did not participate in the “21st Century Teachers Program” jointly conducted by City A and the Teachers Initiative. The program lasted for six months, and three surveys (Times 1, 2, and 3) were conducted to capture changes in transformative learning. As a result of the survey, in the program participation group and non-participation group, “self-reflection”, “confusing dilemma”, and “perspective transformation”, which are subscales of transformational learning, increased significantly from Time1 to Time2. In addition, from Time 1 to Time 3, “selfreflection“ and “transformation of perspective” were significantly increased only in the TI participating group. Therefore, it can be said that TI has the effect of promoting transformational learning. | |||||||||||||
| 言語 | en | |||||||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要 巻 60, p. 71-81, 発行日 2021 |
|||||||||||||
| ISSN | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 13421050 | |||||||||||||
| 書誌レコードID | ||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AN10516641 | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 東京大学大学院教育学研究科 | |||||||||||||
| 言語 | ja | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | Graduate School of Education, The University of Tokyo | |||||||||||||
| 言語 | en | |||||||||||||
