a case study to clarify the teacher's practical knowledge of emerging from the process of creating unit plan
| Project/Area Number |
23531247
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Shizuoka University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
MASUKAWA Hiroyuki 静岡大学, 教育学研究科, 准教授 (50367661)
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| Project Period (FY) |
2011-04-28 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2013: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2012: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 教師 / 実践的知識 / 単元デザイン / 授業研究 / 事後検討会 / 協働省察 / 学年部研修 / 専門職 / 校内研修 / 協働 |
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| Outline of Final Research Achievements |
The purpose of this study is to clarify the teacher’s practical knowledge of emerging from dialog with colleagues and to arrange the emerged data. The process of creating historical unit plan of elementary social studies from dialog with colleagues was recorded with IC recorders and analyzed.As a result, it became clear the following:
(1)The teacher who has expert knowledge in social studies has richly content knowledge.and pedagogical content knowledge.(2)In the process of creating unit plan from dialog with colleagues, the practical knowledge was richly emerged and was exchanged.(3)The expert teacher has meta knowledge that monitors unit plan. For instance, they are the following:” knowledge for entire unit plan and the part are modified”; ” knowledge for information is inductively arranged”
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Report
(5 results)
Research Products
(25 results)
