| Project/Area Number |
24730539
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational psychology
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| Research Institution | Fukuoka University of Education |
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Principal Investigator |
MATSUO Go 福岡教育大学, 教育学部, 准教授 (50525582)
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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 |
¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Fiscal Year 2014: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 協同学習 / 感情 / 教室談話 / 教師認知 / 授業実践 / 教師の感情 |
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| Outline of Final Research Achievements |
The purpose of this project was to examine the relationship between teachers' emotion and classroom discourse processes. Three main research findings was showed. (1)The teachers’ emotion experienced in the lesson was systematically-gathered based on collected data from 379 elementary, and junior high school teachers. (2)By qualitative analysis of one beginning teachers’ reflection, the cause and effect of teacher’s emotion was examined. When the lesson didn’t go according to plan, the teacher felt several negative emotions, and it impeded teaching activity. In the context of necessitating a change in the plan, the teacher often experienced the “feeling of resignation”, and changed the plan based on a long-term perspective. (3) A possible beneficial effect of heart rate as an index of teachers’ emotional process on the lesson was suggested.
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