A Study on an Empirical Method to Identify Teacher's Professional Development from the Viewpoint of Practical Ability in Lesson
| Project/Area Number |
24531107
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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 | Niigata University |
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Principal Investigator |
TAKAGI Sachiko 新潟大学, 人文社会・教育科学系, 教授 (70377175)
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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 |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2015: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 授業実践力 / 実証的方法 / 教師の成長 |
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| Outline of Final Research Achievements |
This study aims to clarify the method to identify teacher's professional development from the viewpoint of practical ability in lesson. 32 lessons were analyzed, both from teacher’s and learner’s points of view. The differences of opinions and teaching styles between a student teacher’s and expert teacher’s lessons were analyzed.
The results are as follows: the framework of practical ability in lesson consists of 7 elements. Development of practical ability in lesson for the period of around ten years after adoption from a teacher training stage was analyzed. Through the whole lessons, children’s level of recognition was different in two settings. In the student teacher’s lesson, children reported the pleasures and failures of their plans and ideas. In the expert teacher’s lesson, children reported the pleasures of making perfect bags. In sum, the differences in teacher’s opinion and teaching styles influenced the quality of students’ learning.
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Report
(5 results)
Research Products
(18 results)
