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教師の役割研究の課題と展望 : 実践主体としての教師にとっての役割を捉える視点
https://doi.org/10.15083/0002007423
https://doi.org/10.15083/0002007423c3bc0112-bd9c-43a5-a2ed-17d0b840bed2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
edu_62_055.pdf (615.4KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-04-19 | |||||||||
| タイトル | ||||||||||
| タイトル | 教師の役割研究の課題と展望 : 実践主体としての教師にとっての役割を捉える視点 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Challenges and Prospects for Research on Teacher Roles : A Perspective on the Role for Teachers as Subjects 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 | 10.15083/0002007423 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
小田, 郁予
× 小田, 郁予
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| 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 | In order to examine the factors behind teachers’ continuity of practice, a review of previous research on teacher roles was conducted. Prior to the review, this research discussed why it is necessary to examine and define the role of the teacher and summarized how teacher roles have been studied in previous research. Much of the prior research has focused on teaching roles as indicators of norms to be followed and guides to the teaching practice. For example, many of the past studies have provided teachers with directions for their practice by specifying the responsibilities that teachers should fulfill in the classroom and the school environment. How defined roles can function to support the teaching practice has also been discussed, such as avoiding difficulties by limiting roles and legitimizing practice by assigning roles. The role of the teacher has been characterized by the normative meaning of the role associated with each position, which supports the teaching practice. However, teachers are not passive entities that can simply be assigned roles. Unlike previous research, this study showed that it is necessary to examine the roles that teachers create for themselves as subjects of practice. By examining these roles, this research displayed the need for discourse and conversation analysis to examine teachers' interactions at a micro level, as well as the need for ethnographic descriptions of field practice to depict the dynamics of teachers' group interactions at a mezzo level. | |||||||||
| 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. 613-623, 発行日 2023-03-30 |
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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 | |||||||||
