2019 Fiscal Year Final Research Report
Research on Teacher's Perception of Learning about Collaborative Learning
| Project/Area Number |
19K20984
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| Project/Area Number (Other) |
18H05792 (2018)
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Multi-year Fund (2019)
Single-year Grants (2018) |
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| Review Section |
:Education and related fields
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| Research Institution | Daito Bunka University |
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Principal Investigator |
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| Project Period (FY) |
2018-08-24 – 2020-03-31
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| Keywords | 協働学習 / 教師の学び / 質問紙調査 / インタビュー調査 / 学習環境 |
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| Outline of Final Research Achievements |
This study focuses on learning needs and anxiety as teachers' perceptions of collaborative learning. The survey was conducted through a questionnaire survey on the Web (800 participants) and an interview survey (2 participants). The results of the analysis show that elementary school teachers have higher learning needs than junior high school teachers and that elementary school teachers have higher anxieties score than Junior high school teachers about "evaluation" in collaborative learning. In addition, the interviews revealed that there is a climate for sharing perceptions about collaborative learning among colleagues and the importance of engaging external lecturers in building local theories about collaborative learning.
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| Free Research Field |
教育心理学、教師学
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| Academic Significance and Societal Importance of the Research Achievements |
協働学習において、特に「評価」について不安が高いことが示された点は、協働学習について学ぶ学習環境を整えていく上での方向性の１つを提示しているといえる。また、協働学習と一言で言っても多様な協働学習論があり、その背景を同僚間で共有できなければ、教師同士で学び合うことも難しい。外部講師や研究者はトップダウンに知見を提供するのではなく、同僚教師間の文脈を共有するためのハブになることや、実践者のニーズに即したローカルな「実践の理論」の構築をサポートすることが求められており、学習環境の整備を進めていく上での重要な視点であるといえる。
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