| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2021-09-08 |
| タイトル |
|
|
タイトル |
教師の深い省察を促す授業研究方法の提案 : 授業分析をエビデンスとした教師と研究者の協同省察 |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
A Suggestive Research of Lesson Study Methodology for Teacher’s Deeper Reflection by Using Lesson Analysis as Evidence : Cooperative Process between Researchers and Practitioners |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Lesson study |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Evidence |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Lesson analysis |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Reflection |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Newly qualified teachers |
| 資源タイプ |
|
|
資源 |
http://purl.org/coar/resource_type/c_6501 |
|
タイプ |
departmental bulletin paper |
| 著者 |
木塚, 誉貴,
星, 瑞希
有井, 優太
松村, 一太朗
|
| 著者所属 |
|
|
言語 |
ja |
|
著者所属 |
東京大学 |
| 著者所属 |
|
|
言語 |
en |
|
著者所属 |
The University of Tokyo |
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
This research aims to investigate how educational researchers can support the reflective practices of the teachers. The authors conducted research on two teachers of civics of two different junior high schools. The process of the research was as follows: (i) pre-interview: asking the teachers their learning experiences in initial teacher education and current practical issues, (ii)analysis: unit-long lesson observations and their analysis being based on the student learning in the context of social studies in order to publish alternative idea of the units themselves and their goals, (iii) post-interview: cooperative interviews between the practitioners and the authors by using the analysis as the evidence, and finally (iv) reflection analysis: focusing on how the teachers changed their values and beliefs. According to the pre-interview, both of the teachers faced two difficulties; unit-long lesson design and the eyes to understand their students. After our cooperative reflections, both of the teachers started to reconsider not only the observed lessons and units but also their daily practices by focusing on constructions and the design of their units. They also started to realize the importance of paying attention to their students’ voices in the lesson context. The authors conclude that these two changes are considered to be made by (A) analyzing their practical and somewhat tacit actions in academic ways with their backgrounds in mind and (B) analyzing their practices and students’ learning in the context of social studies. |
|
言語 |
en |
| 内容記述 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
2019年度若手研究者育成プロジェクト採択者ワーキングペーパー |
|
言語 |
ja |
| 書誌情報 |
ja : 東京大学大学院教育学研究科附属学校教育高度化・効果検証センター 研究紀要
巻 6,
p. 21-35,
発行日 2021-03-31
|
| 出版者 |
|
|
出版者 |
東京大学院教育研究科附属学校教育高度化 ・効果検証センター |
|
言語 |
ja |
| 出版者別名 |
|
|
|
en |
|
|
Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo |
CASEER00602.pdf (687.9KB)
