| Project/Area Number |
20730543
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Fukushima University |
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Principal Investigator |
YOSHINAGA Noriko Fukushima University, 人間発達文化学類, 准教授 (30344823)
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| Project Period (FY) |
2008 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2010: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2009: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2008: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | 省察的実践 / 校内研修 / 授業研究 / 同僚性 / 教師のライフヒストリー / 教師の力量形成 / 授業の省察的実践 / 校内授業研究会 / アクションリサーチ / ライフヒストリー |
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| Research Abstract |
When teachers take part in-school lesson studies, it is very important to support teachers-not only the practitioners but also the participants-in becoming conscious of their points of view of lessons and pupils' learning. To be concrete, the supports are to become visible their points of view at reflective conferences, to give meanings to their various points of view and to share their issues or questions among the all participants. In doing so, teachers can construct the basis of collegiality in schools.
In addition, while teachers continue their dialogue based on the fact of pupils' learning in lessons, they can experience the reconstruction of their points of view of teaching, learning and children and so on. It is necessity for teachers to write and talk about their practices as a first person narrative.
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