A Conceptual and Developmental Study of In-Service Teacher Education Using Self-Study with Narrative Theory

2023 Fiscal Year Final Research Report

• Project/Area Number: 22K20278
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Hiroshima University
• Principal Investigator: Okamura Miyuki 広島大学, 人間社会科学研究科(教), 准教授 (50467784)
• Project Period (FY): 2022-08-31 – 2024-03-31
• Keywords: セルフスタディ / 物語論（ナラティブ） / 省察、反省、リフレクション / アクションリサーチ / 現職教員にとっての研究 / 情動、感情 / 校内研修

Outline of Final Research Achievements

The act of not only reflecting on one's own intensions and actions in his/her daily teaching-profession lives at schools, but also daring to verbalize the intentions and results of those actions with intentions as experiences, disclosing them to others, and describing them as one's own story after receiving their reactions (i.e., self-study as a story) is found to generate meta-knowledge about the self and one's actions, or knowledge of forseeing one's own practice. This study also found that not only the meta-knowledge generated, but also the experience of having generated the meta-knowledge, can bring grounds one's each actions and speeches which results into confidence to one's own practice. This brings an attitude of technical guidance or advices based on the limitations of them that one gives to others. The experience of disclosing and telling others (storytelling) was found to heal oneself.

Free Research Field

教育学

Academic Significance and Societal Importance of the Research Achievements

今日の日本での現職教員研修は行政研修を核としつつ、校内研修で行政研修で提供される内容の普及と定着を図るものと、日本の学校教育で伝統的に継承されてきた授業研究の2種類に大別されるなか、本研究は学校教員の日常的な職務生活のなかでの違和感にあえて向き合い物語ることも、職能開発のための方途になることを示した。物語という主観や感情を他者に開示する行為は、教職に携わる職業人としての自己成長あるいは成熟を自覚し、その自覚が職業実践へ正の効果をもたらすことを本研究は示した。これは職能開発という用語や現職教員研修が、教員に課せられる業務内容に直接的に関連する事項に制限されるという前提を見直す根拠となる。