Examining the ``inspiration'' experiences of teachers who participated in lesson study groups at other schools and the process of restructuring their practices.

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K13840
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09010:Education-related
• Research Institution: Yamagata University
• Principal Investigator: Morita Tomoyuki 山形大学, 大学院教育実践研究科, 准教授 (70634236)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: 教師の学び / 新人教師 / 授業研究会 / 学びの共同体 / ネットワーク

Outline of Final Research Achievements

The outcomes of this study are as follows: Firstly, by organizing online research meetings, a platform for teachers to learn from each other was established. It became evident that connections with teachers outside of the school empower the reconstruction of one's classroom practices. Secondly, holding face-to-face teaching research meetings led to the empowerment of teachers' and principals' autonomy. The presence of external advisors, supervising officers, and participants from other schools created opportunities to explore possibilities and challenge oneself. Thirdly, the study was able to depict the reflective experiences during the novice period. Novices are constrained by "norms," which narrow the freedom of practice. Consequently, they are marginalized from the reflective style of creating their practice by observing the facts of children.

Free Research Field

教育学

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的位置の一つは、他校の教師とのつながりが、教室における教育実践の革新をエンパワーする可能性を示すことができたことにある。新型コロナ禍は、教師や校長の行為を不確実性の中で制限した。しかし、教育実践はそもそも根源的に不確実性をその特徴としている。不確実性と対峙するうえで、他校の教師とのオンラインでのつながり、また、対面での授業研究会での探り合いが重要であることを本研究は明らかにした。本研究は、今後の教育実践において、校内はもちろん、校外においても、互いにエンパワーするネットワークを構築することの重要性を示唆している。