英語教員研修会における「学び」の考察 : 研修者の研修プログラムに対する取り組み方の分析から

概要

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In light of the new perspectives on high school English education currently emerging in Japan, it is vital for teachers to be given opportunities to develop their own understanding of the issues. This paper outlines the rationale and procedures for supporting and advising high school English teachers participating in RIED's 2004-5 program. Qualitative information about participants' understanding of and involvement in the program contents was obtained by analyzing seven forms of data. For each of these aspects, general trends among the participants are reported. In addition, uncritical distinctions are made between two selected participants : 'A'and'B', in terms of their strengths, goals, and approaches to the content of the program. The authors determine that the professional development of all the participants depends on many variables, including English fluency, professional goals, and the learning skills and strategies each brings to the program. In particular, through analysis of the data generated by the two participants, the authors conclude that each participant's approach to the program features and requirements impacts on their relative development over the course of the year. Moreover, the data highlights the necessity of delving below the surface of each participant's performance, to identify and appreciate the underlying individuality.
東海大学の論文
2005-03-31