教師の専門性における「反省的実践家モデル」論に関する考察(2) : 教師の授業に関する思考過程の分析と教師教育の在り方に関する検討

概要

論文の詳細を見る
The purpose of this study is to verify the two models about specialized nature of teaching professions. These are "teachers' knowledge model" (e.g. Schulman 1986,1987) and "reflective practitioner model." In this study, a mid-level teacher's thoughtway in a lesson was analyzed. The results by quantitative analysis were the following. 1) The ratio of scenes in which the teacher thought and responded based on his prior lesson plan were about 66%. 2) On the other hand, the ratio of scenes in which the teacher thought about and responded to unpredictable events in the lesson were about 18%. 3) From the above, it was suggested that teachers interpreted and responded to scenes in lessons based on their prior lesson plan which were composed by professional expertise. This suggested that the importance of teachers' professional expertise in specialized nature of teaching professions. By qualitative analysis, teachers' thoughtway based on the prior lesson plan and thoughtway not based on the plan appeared connectedly. These results suggested that teacher's thoughtway was composed by the two models. Based on these results, the integrated model of teachers' professional thoughtway was presented.
鳴門教育大学の論文