| Budget Amount *help |
¥2,900,000 (Direct Cost: ¥2,900,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2004: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2003: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Research Abstract |
The aims of this research are to clarify student teachers' knowledge, thoughts and beliefs regarding to science teaching, to consider the effect of pre-service teacher training curriculum and in-service teacher training on teachers' knowledge, thoughts and beliefs, and then to discuss the improvement of teacher education for professional development of science teachers.
In this research various investigations were executed with regard to student teachers knowledge, thoughts and beliefs, and on the basis of the result their views of science teaching etc. were analyzed. On the other hand, interviews were executed to clarify in-service beginning teachers' evaluation of contents of beginning teacher training and their knowledge, thoughts and beliefs with regard to science teaching. Besides their science classes were observed and recorded. On the basis of the data the actual condition and problems of professional development of in-service beginning teacher were analyzed and discussed.
As the results of the research there were some findings. For example it was recognized that there were some student teachers who had their own views of science teaching and science teacher before the lectures on science teaching method, and that there were other student teachers who had changed their views during the term of the lectures. But the ways of the changes were various with the student teacher in spite of the same lectures. On the other hand, it was clarified in regard to the professional development of in-service beginning teachers that there were common problems between elementary teachers and junior high school science teachers, specific problems depend on school stage, and problems in relation to each teacher' s view of science teaching. However pre-service teacher training curriculum and formal in-service training for beginning teacher were considered not enough to resolve these problems.
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