| Project/Area Number |
26590235
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Hiroshima University |
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Principal Investigator |
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| Co-Investigator(Renkei-kenkyūsha) |
IWATA SHOTARO 広島大学, 大学院教育学研究科, 准教授 (50433090)
KAWAGUCHI HIROMI 滋賀大学, 教育学部, 准教授 (80710839)
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| Project Period (FY) |
2014-04-01 – 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 2016: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 教師教育者 / 各教科の指導法 / アイデンティティ / ティーチング・アシスタント（ＴＡ） / 社会科教育 / Self Study / 専門性開発 / 専門性の向上 / 教科の指導法 / Self-Study / Teaching Assistant / 教師教育 / 教科教育学 |
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| Outline of Final Research Achievements |
The findings can be summarized in three points: (1) the process of the development of each teacher educator candidates is varied. Although the candidate A has been developed based on the identity as a teacher educator, the candidate B focuses more on the identity as a researcher. On the other hand, the identity of the candidate C seem to be confused between a teacher educator and a researcher. (2) The important factors are their identity and background. Particularly, the experience as a learner and the supervisors and colleagues seems to have an impact their perceptions and practice. (3) From their perceptions, the experience of GTA (Graduate teaching assistant)s would have a good effect of developing for not only teacher educators but also researchers. In fact, for candidate C who used be confused their identity, the experience as a GTA could give the good opportunity to reflect and establish his identity.
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