教師の実践的思考を探る上でのビリーフ質問紙調査の可能性と課題 : 日本語教育における教師の実践的思考に関する研究(3)

概要

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How Japanese language teachers implement "practical thinking" (thinking based on practical knowledge of teaching activities) is an important topic but continues to be a difficult one to assess. This paper is part 3 of a series of investigations that attempts to assess such thinking based on three sets of data: (a) the oral comments of 10 novice teachers and 10 experienced teachers recorded when they did a "think aloud" while watching a video of a Japanese language lesson, (b) written reports that these same 20 teachers produced immediately after the video session, and (c) the same teachers' responses to a multiple choice questionnaire on teacher's beliefs. The focus of this paper is mostly on the third item, the questionnaire about teachers' beliefs, and why it did not yield clearer results. Three reasons are proposed: (a) The questionnaire about beliefs did not match the contents of the video lesson that the 20 teachers observed. (b) The teachers' responses to the multiple choice questions on the questionnaire tended to be concentrated on the middle of five choices. (c) The sample size was too small for statistical analysis. The paper discusses how questionnaires investigating beliefs could be designed more carefully and in a way that might lead to clearer and more consistent results. It concludes by summarizing the possibilities and limitations of such questionnaires and by making recommendations for future research in this difficult field.