International Comparative Study of Experienced Preschool Teachers
| Project/Area Number |
17K14021
|
|---|
| Research Category |
Grant-in-Aid for Young Scientists (B)
|
| Allocation Type | Multi-year Fund |
|---|
| Research Field |
Sociology of education
|
|---|
| Research Institution | Meiji University |
|---|
Principal Investigator |
Hayashi Akiko 明治大学, ガバナンス研究科, 助教 (50789716)
|
|---|
| Project Period (FY) |
2017-04-01 – 2021-03-31
|
| Project Status |
Completed (Fiscal Year 2020)
|
| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2019: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2018: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2017: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
|
|---|
| Keywords | 国際比較研究 / 幼児教育 / 教師の熟達化 / ビデオを使ったインタビュー法 / 教員養成 / 教師の専門化 / 教師養成 / 比較教育 |
|---|
| Outline of Final Research Achievements |
I am finding many similarities in what my informants in the three countries have to say about characteristics of less and more experienced teachers. At the same time I am also finding that structural differences among the three countries impacts notions of teaching expertise. The analyses of these findings have implications for conceptualizing the relationship between teaching experience, expertise, and careers trajectories. These findings provide a foundation for understanding the sequence and pathways of development over the first decade of teaching of tacit, embodied teaching skills.
|
| Academic Significance and Societal Importance of the Research Achievements |
本研究結果により、日本文化・社会に適した幼児教育政策、教職課程・教師向けのワークショップ等への示唆が出来ると考える。また、本研究の重要な学術的意義として、「熟練教師・教師の変化」の研究分野では、教師着任初期2～3年間が学生が実際の教師へと移行期と捉えられていることが多いが、教師着任初期5年間と移行期の概念を拡げる必要があることを示したことが挙げられる。
|
Report
(5 results)
Research Products
(9 results)
