1996 Fiscal Year Final Research Report Summary
TEACHERS' DECISION-MAKING IN CLASSROOMS
| Project/Area Number |
07680254
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | UNIVERSITY OF TSUKUBA |
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Principal Investigator |
SASAKI Toshisuke UNIVERSITY OF TSUKUBA,INSTITUTE OF EDUCATION,PROFESSOR, 教育学系, 教授 (40018221)
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| Co-Investigator(Kenkyū-buntansha) |
WATANABE Mitsuo INSTITUTE OF EDUCATION UNIVERSITY OF TSUKUBA,PROFESSOR, 教育学系, 教授 (90015850)
KAWAI Haruo INSTITUTE OF EDUCATION UNIVERSITY OF TSUKUBA,PROFESSOR, 教育学系, 教授 (50014791)
TANAKA Touji INSTITUTE OF EDUCATION UNIVERSITY OF TSUKUBA,ASSOCIATE PROFESSOR, 教育学系, 助教授 (40128046)
YOSHIE Morio INSTITUTE OF EDUCATION UNIVERSITY OF TSUKUBA,ASSOCIATE PROFESSOR, 教育学系, 助教授 (30133044)
YAMAGUCHI Mitsuru INSTITUTE OF EDUCATION UNIVERSITY OF TSUKUBA,PROFESSOR, 教育学系, 教授 (20006571)
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| Project Period (FY) |
1995 – 1996
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| Keywords | DECISION MAKING / STIMULATED RECALL / UNEXPECTED SITUATION / UNPLANNED SITUATION / GROWTH OF A TEACHER / RESEARCH ON TEACHING |
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| Research Abstract |
1.Decisions in classrooms are made based on teachers' implicit theories and beliefs. These implicit theories and beliefs are formed through their own experiences or through suggestions of members of groups they belong to or through in-service trainings they get or through books. Theories and beliefs thus formed sometimes amplify each other and sometimes become estranged and become inconsistent. In classrooms teachers observe behaviors of students and examine materials closely. When they face unexpected situation they refer to implicit theories and beliefs and teaching skills, and modify or work out the original plan. In our study, we examined mainly how teachers react on such occasions.
2.We followed the 2 year's growth of one elementary school teacher from various points of view : teaching skills, philosophy of education, view of teaching. We found that he changed from teacher-centered teaching to child-centered teaching, from short-spanned thinking to long-spanned thinking, from abstract instructions to concrete instructions.
3.In making lesson plans, veterans make decision based on the knowledges about students and view of teaching. Student teachers, on the contrary, make decisions based on teacher's activities, they cannot view teaching in the long span of unit, they cannot arrange teachers guides for their own teachings.
4.In records of stimulated recall, teachers refer mostly to students, especially to students' abilities. Teachers' actions differ according as they see students positively or negetively or neutrally.
5.We enriched the records of teaching and stimulated recall, and pigeonholed the literature on this subject.
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