| Project/Area Number |
25870270
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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 |
Education
Educational psychology
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| Research Institution | University of Fukui |
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Principal Investigator |
Kishino Mai 福井大学, 学術研究院教育・人文社会系部門(教員養成・院), 准教授 (80452126)
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| Project Period (FY) |
2014-02-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2015: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 教師教育 / 中堅教師 / 省察 / 授業研究 / 学習観 / 校内研究 / 役割変化 / 教師 / アイデンティティ |
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| Outline of Final Research Achievements |
The purpose of this study was to clarify how middle-age teachers solved the crisis about reconstruction of lessons and about change of role in school. Previous studies suggested that reflection about practices in lesson studies was important, but the mechanism was not examined sufficiently. Thus, this study examined three types of reflection, (1) reflection through observation of the other teachers’ lesson, (2) reflection through other teachers’ observation, and (3) reflection through previous self. It was suggested that the type of reflection influenced reconstruction of teachers’ identity through the teachers’ solving the crisis about reconstruction of lessons and change of role in school.
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