A longitudinal study of student teachers' learning for innovative practices

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K02452
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Osaka Seikei University
• Principal Investigator: HANO YUTSUKO 大阪成蹊大学, 教育学部, 教授 (50368437)
• Co-Investigator(Kenkyū-buntansha): 井藤 元 東京理科大学, 教育支援機構, 教授 (20616263) ; 山崎 宣次 鈴鹿大学, こども教育学部, 教授 (50622635)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: イノベーティブ教育 / 探究型授業 / 教員養成 / 威光模倣 / 教職準備性 / 省察 / 協働実践研究

Outline of Final Research Achievements

We investigated methods of teacher education that enable preparation for Innovative Practice (IP), a pedagogy that promotes cross-curricular learning, critical thinking, and creative problem solving, which is an international educational challenge to be extended to primary and secondary education. First, as a research method, we adopted a "collaborative practice research" approach among practitioners who are researchers of IP and researchers who are practitioners of teacher education, and developed and implemented an IP learning program in collaboration and cooperation with pre-service teachers. Second, we propose a relational learning theory of prestige imitation for proficient teachers to investigate the effects of learning through prestige imitation on students' reflection and readiness for teaching. This study showed that exposure to prestige practices promotes students' reflection and creates an inclination towards imitation.

Free Research Field

教科教育学および初等中等教育学関連

Academic Significance and Societal Importance of the Research Achievements

第１に、「威光模倣」という関係論的学習に焦点を当て、その学習過程を〈協働実践研究〉によって検証し、威光を感じる実践との出会いが、学生の省察を促し実践化への態度を醸成すことを示した。威光模倣による学習は、教育政策の変化に適応してゆく適応的熟達者ではなく、主体的に教育実践を生み出す創造的熟達者としての教師の育成への示唆ともなる。第２に実践の開発と実践は熟達教師に協力を得て、研究者はコーディネートと検証に取り組む〈協働実践研究〉を試みた。それにより、研究者が熟達教師のプログラムに参加して自覚的に学習者のポジションをとりつつ、学生と共に次の実践の継起を構想するスパイラルな実践研究となった。