| Project/Area Number |
15K12630
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Developmental mechanisms and the body works
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| Research Institution | Chiba University |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2020-03-31
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| Project Status |
Completed (Fiscal Year 2019)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2017: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2016: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2015: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | 校内研修 / 意思決定 / 反省的授業実践 / リアルタイム介入 / 反省的実践家 / 即時的修正 / 反省的思考 / 教師教育 / スーパーバイザー / 同僚性 / 再生刺激法 / リアルタイム意思決定 / 省察 / 現職教員研修 / 介入 / 教員研修 |
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| Outline of Final Research Achievements |
This research aims to reconsider the existing method used to train teachers. Specifically, the study proposes a new training method that makes immediate on-site improvements by listening to advice given by a supervisor (staff within the school; hereafter “SV”) while the class is in session. The subjects were a total of 11 elementary and middle school teachers (9 and 2, respectively), ranged from novice to experienced. The study suggested that compared to the colleagues of the teacher in charge, experienced teachers acting as SVs demonstrate a greater ability to encourage reflection that addresses both the needs of the learning content and those of the students. Moreover, in classes taught by novice teachers, the session stagnated when information was complex. In contrast, mid-level and experienced teachers benefited by conscientiously reflecting on their actions during class and reconfirming their views. In addition, they demonstrated an improved ability to monitor the students.
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| Academic Significance and Societal Importance of the Research Achievements |
これまで“行為の中の省察（reflection in action）”を理論展開した論文は存在したが、授業実践でそれらを捉えようとしたものはなかった。“行為の中の省察（reflection in action）”では子ども・教授方法に関する省察が多くなり、“行為についての省察（reflection on action）”では子ども・学習内容に関する省察が多くなるといった本研究の成果は、一連の省察研究に対する新しい提案に値するだろう。SVの介入を受けながら授業実践を行った指導者は、客観的な情報を受け取りながら即時的な修正を実施できた。この成果は、今後、初任研や10年研などにも応用可能だと考える。
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