WEKO3
アイテム
大学教育における「他者としての教員」の実存可能性 : ゼミ場面のフィールドワークに基づく実証
https://doi.org/10.15083/0002000608
https://doi.org/10.15083/0002000608a5070f01-67c8-4fc5-954c-8ac40323c02f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_60_58.pdf (1.1MB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-07-14 | |||||||||
| タイトル | ||||||||||
| タイトル | 大学教育における「他者としての教員」の実存可能性 : ゼミ場面のフィールドワークに基づく実証 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | An existential possibility of “a teacher as the other” in the context of university education: an empirical analysis based on a field work within a seminar. | |||||||||
| 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 | 10.15083/0002000608 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
元濱, 奈穂子
× 元濱, 奈穂子
|
|||||||||
| 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 | This study aims to discuss the importance to have a concept of “a teacher as the other” as a counterpart to those of “teacher as a facilitator” and “interventions.” Literature concerning university education has requested teachers to become facilitators who enhance students’ learning. In line with this recognition, teaching is seen, to a certain extent, as the concept of an “intervention,” which means teachers can teach only when it would encourage students’ learning experiences. / In this study, however, I will reconsider whether facilitators and interventions are the only ways through which teaching can be accepted in classrooms. This study is comprised of two parts. First, guided by the works of a philosopher, Gert J. J. Biesta, I will discuss the importance of a concept of “a teacher as the other,” suggesting that the concept of a teacher as the other allows us to overcome the critical challenge to learning theory, that is, the issue that teachers’ actions cannot coexist with students’ subjective learning. / Second, an empirical discussion will be provided by analyzing interviews and field notes taken during a seminar in a medical college to show the possibility of the existence of the teacher as the other. The results indicate that the concept of a teacher as the other emerged when the teacher renounced the facilitator’s role. It is also suggested that a teacher can respect the students’ subject-ness by presenting them with different opinions and simultaneously accepting the students’ thinking resulting from the teacher’s presentation. | |||||||||
| 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. 683-691, 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 | |||||||||
