Study of expertise process of preschool teachers:Focusing on creation of clinical judgement
| Project/Area Number |
25381077
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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
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| Research Institution | Kyoto University of Education |
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Principal Investigator |
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| Project Period (FY) |
2013-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2013: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 保育者 / 専門性 / 臨床の知 / 実践知 / 熟達 / 熟達化 |
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| Outline of Final Research Achievements |
This study aimed to look into the expertise of preschool teachers in their practice through observations and interviews after their practice. As a result, it was revealed that preschool teachers have awareness of issues in development of children’s social and emotional skills, and are paying attention to the unique statuses of children and the place sensed in the actual practice, repeating the process of interpreting them to fine-tune their clinical judgement and actions in their practice, and in their skills of interpretation and actions in their practice, mid-level and higher preschool teachers showed developed skills.
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Report
(5 results)
Research Products
(12 results)
