2005 Fiscal Year Final Research Report Summary
A Research on Self-interpretation and Reflection of Student Teachers and Expert Teachers
| Project/Area Number |
15530498
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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 | Shinshu University |
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Principal Investigator |
YAMAGUCHI Tsuneo Shinshu University, Faculty of Education, Professor, 教育学部, 教授 (60115384)
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| Co-Investigator(Kenkyū-buntansha) |
OCHI Yasushi Shinshu University, Faculty of Education, Assistant Professor, 教育学部, 助教授 (80242105)
UKAI Teruyoshi Shinshu University, Faculty of Education, Professor, 教育学部, 教授 (80045161)
MURASE Masatsugu Shinshu University, Faculty of Education, Assistant Professor, 教育学部, 講師 (20361602)
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| Project Period (FY) |
2003 – 2005
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| Keywords | student teching / clinical experience / judgment in clinical stting / process record / reflection / reflective practice / speech act / case methd |
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| Research Abstract |
The purpose of this research is, in three-year research period, to inquire the applicability of "process record" as a method of reflection which has been used in nurse education to the settings of teacher education. The research is focused on the self-interpretation of the student teachers and the expert teachers.
In this research, based on the analysis of the process records written by the students of nurse schools and school of nursing, the interview to the researchers and hospital staffs who supervise the reflection of interns, the analysis of the process records written by the student teachers at the school of education and the evaluation of the process record as a method of reflection by the students at the school of education, the followings are clarified.
1. The effectiveness of the process record was proved in the teacher education. Through filling out the process record, the student teachers appropriately reflected the interactions between the school children and themselves in the classroom. The process record was effective in clarifying the differences between the facts and the interpretation in the reflection of the communication process.
2. The process record, as a method of reflection in bringing up the teacher as reflective practitioner, needs to be improved as the method of class analysis of the subjects teaching so that student teachers might inquire the communication process in the subject teaching.
3. The program of teacher education and the curriculum at the school of education have so far focused on the acquisition of the teaching skill in pedagogy. On the contrary, today's teacher needs to increase the ability to communicate with the students/pupils in the classroom. The process record can be applicable to the school education and teacher education as a method of case method and action research.
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