学級経営における教師の『省察的思考』の抽出に関する研究 : 臨界事象法(Critical Incident Method)を用いて

概要

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The purpose of this study is to extract and categorize teachers' reflective thinking of classroom management. For this purpose, "Critical Incident Method" and the concept of "competency" were employed. 19 descriptions of good and bad practice on classroom management were collected and analyzed. The results by qualitative analysis were the following : 1) in the process of "Notice", teachers read the situation of "a child" and "the group" with an intentional viewpoint, 2) in the process of "Analysis", teachers reflected classroom problems from plural domains and deepened reflection from action level to inside level of the pupils, and 3) in the process of "Solution", four patterns of solutions depending on causes and qualities of the problems were found.