教師の授業に関する実践的知識の成長 : 熟練教師と初任教師の比較検討

概要

論文の詳細を見る
Interest in carrer development of the professionals from a life-span perspective is on the increase. This study examined the growth of teachers' practical knowledge, focusing on their cognitive processes in an instruction situation. Five experienced and five novice teachers were asked to watch a video-tape of a teaching session and to comment on whatever topics that come to the mind (i.e.think-aloud method). Examining the protocols of these teachers, one common feature and four differences were found : (1) Both the novice and the experienced teachers attended to and commented on the instructor's questionings to the students. (2) Expert teachers were able to identify more cues from the viewing than the novice teachers. (3) Expert teachers not only commented on their impressions about the cues, but also made more inferences promptly. (4) The contents of inferences were concerned with the students' comprehension, with the adequacy of response to the students, and with the perspectives of the development of the instruction session. (5) The expert teachers evaluated students' speeches not only in terms of the correctness of the contents, but also the adequacy and relevancy in relation to the other previous speeches and behaviors during the lesson. These results suggest that experts teachers were able to make use of their practical knowledge more flexibly, according to situation.
日本発達心理学会の論文
1991-09-20