| Project/Area Number |
15530433
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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 psychology
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| Research Institution | Keio University |
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Principal Investigator |
KAGE Masaharu KEIO UNIVERSITY, Teacher Training Center, Professor, 教職課程センター, 教授 (80245620)
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| Project Period (FY) |
2003 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2006: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2004: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2003: ¥1,100,000 (Direct Cost: ¥1,100,000)
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| Keywords | Lesson Study / teachers' motivation / action research / evaluation / reflection / 教師教育 / 授業リフレクション / 授業研修 |
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| Research Abstract |
The purpose of this research project is to theorize teachers' intrinsic motivation for Lesson Study and investigate on factors of optimal conditions for teachers to improve their classes intensely. Previous research on intrinsic motivation, teachers' reflection, Lesson Study was reviewed to reexamine the concept such as motivation, evaluation, and classroom practice improvement. In addition, conditions which support teachers' intrinsic motivation were studied mainly by qualitative methods including action research and case method.
As the result, suggestions for teacher education are obtained; (1) Teachers' needs for autonomy, competence and relatedness should be satisfied at the same time in the process of Lesson Study. (2) Teachers' reflection on specific facts of learners' learning in the instructional process should be focused in Lesson Study. (3) Tools and systems for visualizing specific facts of learners' learning in the instructional process could be developed to enhance teachers' intrinsic motivation.
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