| Project/Area Number |
15K13189
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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 |
Education
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| Research Institution | Nagoya University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
水野 正朗 東海学園大学, スポーツ健康科学部, 准教授 (40738217)
坂本 篤史 福島大学, 人間発達文化学類, 准教授 (30632137)
柴田 好章 名古屋大学, 教育発達科学研究科, 教授 (70293272)
渡部 竜也 東京学芸大学, 教育学部, 准教授 (10401449)
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2017: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | ペタゴジー / ペタゴジカル・コレクトネス / 比較授業分析 / 授業の文化的スクリプト / 授業研究 / ペダゴジカル・コレクトネス / ティーチング・スクリプト / 日本 / ペダゴジー / 授業分析 / 海外 |
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| Outline of Final Research Achievements |
The purpose of this study was to examine lessons practices through a comparative analysis for conceptualizing pedagogical correctness and clarify connection of pedagogical and professional correctness in practice. Emphasis is here placed on why different correctness will be accrued among educators, researchers and practitioners in the same education context. Comparative lesson analysis and meta-analysis as a qualitative research method was employed for data collection. The findings are intended to clarify the significant influence that comparative lesson analysis has exerted on expanding research for improving and studying pedagogical correctness based on the specific and analytical perspectives of different lenses among practitioners, social scientists, and educational philosopher and researchers.
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