2001 Fiscal Year Final Research Report Summary
A Study of The Evaluation of The Tacit Knowledge in Teacher's Ability
| Project/Area Number |
12610302
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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 |
Educaion
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| Research Institution | National Institute for Educational Policy Research |
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Principal Investigator |
CHICHIBU Toshiya National Institute for Educational Policy Research, National Institute for Educational Policy Research Educational Resources Research Center, Senior Researches (10258329)
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| Project Period (FY) |
2000 – 2001
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| Keywords | Tacit Knowledge / Professional Development / Teacher Evaluation / NBPTS / Action Research / アクションリサーチ |
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| Research Abstract |
This study focuses on the tacit knowledge, which the brain research is revealing. In order to develop the concrete method for a practical ability of a teacher, this study analyzed some cases of evaluation on the teachers' tacit Knowledge.
At first, I analyzed the evaluation system for trouble teachers in Japan, and the evaluation system of Nation Board for Professional Teaching Standards (NBPTS). Definition as trouble teachers is difficult. Each school boar define trouble teachers by listing some concrete cases of trouble teachers.
NBPTS evaluates teachers by many kinds of sources, such as a video tape which records their lesson, a lesson plan for the lesson, portfolios of students on the lesson. Furthermore, applicants have to take an examination on evaluation center. The examination includes a interview, group discussion, a roll play.
To develop tacit knowledge, the action research is a good training method for teachers. It makes teachers more reflective, prouder, respectful of students. On the other hand, the lesson study which was developed in Japan is becoming popular method for developing tacit knowledge. Both training method show the limitation of the training method which instructs teachers explicit knowledge only, and the necessity of teachers improve their tacit knowledge by themselves.
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