Science teacher's professional development in regard to the ability for reflective practice
| Project/Area Number |
24501102
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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 |
Science education
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| Research Institution | Hiroshima University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥5,200,000 (Direct Cost: ¥4,000,000、Indirect Cost: ¥1,200,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | 教師教育 / 理科教師 / 省察 / 省察的実践力 / 教員養成 / 現職教師 / 模擬授業 |
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| Outline of Final Research Achievements |
The purpose of this study was to examine the science teachers’ professional development in regard to the ability for reflective practice through investigations for pre-service and in-service teachers.
As the results, several characteristics of reflection was clarified in case of two teachers whose numbers of years of the teaching profession experience were different. It were also implied that collaborative reflection was effective as a strategy for teacher knowledge development, and that reflection with video records of past science teaching practices was effective for teachers to recognize their tasks for further professional development in science teaching.
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Report
(5 results)
Research Products
(16 results)
