| Project/Area Number |
24520689
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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 |
Foreign language education
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| Research Institution | Bunkyo Gakuin University (2014)
Kisarazu National College of Technology (2012-2013) |
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Principal Investigator |
SHIMIZU kimio 文京学院大学, 外国語学部, 准教授 (10516438)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
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| Keywords | 英語教師教育 / 授業研究 / 教師認知 / 意志決定 / 教室内情報 / 授業力量 / 教師教育 / 英語教師の認知研究 / 教師の意志決定 / 教師の協働性 / 英語教育 / action research / 校内研修 / 英語教師研究 |
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| Outline of Final Research Achievements |
This study aims to (1) examine the content of teaching experiences through which Japanese English teachers’ professional development process occurs and how it takes place with the focus on three types of classroom information which many Japanese English teachers use in planning lessons and teaching practices, and (2) to make a descriptive model of English teachers’ cognition in planning lessons and teaching practices Those three kinds of information are as follows: 1) before-class information for ways of implementing a series of English lessons, 2) in-class (ongoing) information for the next lessons planned, and 3) after-class information for the improvement of lessons. How Japanese English teachers use such classroom information for teaching practices in their professional roles is observed on a case study basis.
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