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コロナ禍の教師の経験の意味と語りの価値 : 教師の生涯発達とカリキュラム・授業研究・働き方改革の視点による検討
https://doi.org/10.15083/0002003533
https://doi.org/10.15083/00020035333264456a-d53d-42e8-8abe-495b996e7ece
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_61_51.pdf (498 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
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| 公開日 | 2022-04-08 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | コロナ禍の教師の経験の意味と語りの価値 : 教師の生涯発達とカリキュラム・授業研究・働き方改革の視点による検討 | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | The meaning of teachers’ experiences and the value of their narratives during the COVID-19 pandemic : An examination of the lifelong development of teachers from the perspectives of curriculum, classroom research, and work style changes | |||||||||||||
| 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 | 10.15083/0002003533 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 著者 |
影山, 奈々美
× 影山, 奈々美
× 有井, 優太
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| 著者所属 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 著者所属 | 教職開発コース | |||||||||||||
| 抄録 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | The purpose of this paper is to identify the meaning of the impact of the COVID-19 pandemic on school education in the context of teachersʼ teaching lives, and to assess the value of teachersʼ narratives about the impact of COVID-19 on school education. To that end, we conducted interviews with three mid-career teachers working in public primary schools in Sapporo, Hokkaido, Japan. / The interviews revealed the following four points. First, the unique opportunity of the COVID pandemic provided an opportunity to change teachersʼ beliefs. Second, we gained insights into the problems of curriculum overload in Japanese school education and elicited suggestions for dealing with it based on the teachersʼ narratives. Third, the impact of COVID-19 promoted both positive and negative aspects of work style reforms. Fourth, we determined that teachers are increasingly emphasizing the need for a school-wide, shared vision of developing children as the purpose of their schoolsʼ Lesson Study programs. | |||||||||||||
| 言語 | en | |||||||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科紀要 en : Bulletin of the Graduate School of Education, the University of Tokyo 巻 61, p. 621-639, 発行日 2022-03-30 |
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| 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 | |||||||||||||
