| Project/Area Number |
07680222
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational technology
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| Research Institution | NIIGATA UNIVERSITY |
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Principal Investigator |
IKUTA Takashi NIIGATA UNIV.DEPARTMENT OF EDUCATION,PROFESSOR, 教育学部, 教授 (20018823)
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| Co-Investigator(Kenkyū-buntansha) |
FUJIOKA Kannji YOKOHAMA UNIV., DEPARTMENT OF EDUCATION,PROFESSOR, 教育学部, 教授 (90030048)
FUJIMURA Masashi NIIGATA UNIV.DEPARTMENT OF EDUCATION,ASSOCIATE PROFESSOR, 教育学部, 助教授 (40181391)
TAKESHITA Yukiko NIIGATA UNIV.DEPARTMENT OF EDUCATION,PROFESSOR, 教育学部, 教授 (00018152)
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| Project Period (FY) |
1995 – 1996
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| Project Status |
Completed (Fiscal Year 1996)
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| Budget Amount *help |
¥2,500,000 (Direct Cost: ¥2,500,000)
Fiscal Year 1996: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 1995: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | teacher education / cognition / teaching skill / teaching analysis |
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| Research Abstract |
Purpose of this study is to identify the characteristics of the teacher perception of his teaching events and his decision making. In his teaching, there would be three factors to influence his teaching process. First one is his cognition of the events, second one is his decision making based on his perception and third one is his adoption of his teaching skills to the events. We used a self reflection method before and after his classroom teaching using a interview with him. The hole process of teaching were recorded by video and translated as teaching protocol. Also, all interviewing were recorded and typed out by word processor as a data analysis.
As a result, we found following outcomes.
1 His teaching behavior was influenced by overt experinces he have already had during his teaching profession.
2 He had many covert experiences that influence his cognition of teaching-learning events, but usually he would not be conscious of this. Threw interview, he recognize these covert factors and he overtly treat these factors to conduct his teaching.
3 He has a long perspective on his teaching so he treat one school time class only as a point of whole study structure. So, he use a feedfore function than a feedback one from children's development view.
4 There were many gaps between his teaching plan and his real teaching process. He corrected his next plan from his wide and long his educational perspective.
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