WEKO3
アイテム
研究推進組織に所属する教師の学習 : 実践コミュニティの議論を手掛かりとして
https://doi.org/10.15083/0002007398
https://doi.org/10.15083/00020073982450190d-2d9b-48c0-9752-6e64ae56566a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_62_030.pdf (380.3KB)
|
|
| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-04-19 | |||||||||
| タイトル | ||||||||||
| タイトル | 研究推進組織に所属する教師の学習 : 実践コミュニティの議論を手掛かりとして | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Learning of the teacher in research team : Based on the concept of communities of practice | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.15083/0002007398 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
有井, 優太
× 有井, 優太
|
|||||||||
| 著者所属 | ||||||||||
| 言語 | ja | |||||||||
| 値 | 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 study is to clarify the learning of a teacher on a research team as it relates to the community. In order to do that, the internal process of the research team and aspects of teacher learning in the research team were described from the narratives of the teacher who joined the research team for the first time after working in a public elementary school, and analyzed using the theory of communities of practice. As a result, the following two findings were obtained. First, while artifacts brought into practice can function effectively to develop the practice of lesson study, for those members who do not share the history that led to the formation of the artifact, it is necessary to share such background and continue to negotiate meaning as the practice develops. It became clear that this is important for identity formation and learning as a teacher in a research team. Second, it became clear that the experience of being involved in lesson study in the position of the research team facilitated the formation of both practical knowledge about teaching and practical knowledge that supports teacher learning, and that these practical knowledge are connected as complementary relationships through reflection (negotiation of meaning). |
|||||||||
| 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 62, p. 323-334, 発行日 2023-03-30 |
|||||||||
| 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 | |||||||||
