A study on the continuing professional development of science teachers as a profession

2014 Fiscal Year Final Research Report

• Project/Area Number: 23300287
• Research Category: Grant-in-Aid for Scientific Research (B)
• Allocation Type: Single-year Grants
• Section: 一般
• Research Field: Science education
• Research Institution: Hiroshima University
• Principal Investigator: ISOZAKI TETSUO 広島大学, 教育学研究科(研究院), 教授 (90243534)
• Co-Investigator(Kenkyū-buntansha): HAYASHI Takehiro 広島大学, 大学院教育学研究科, 教授 (50116646) ; CHUJO Kazumitsu 広島大学, 大学院教育学研究科, 教授 (90197632) ; ISOZAKI Takako 富山大学, 人間発達科学部, 教授 (70263655) ; HIRANO Toshihide 愛知教育大学, 教育学部, 准教授 (70325033) ; SATO Takayuki 弘前大学, 教育学部, 准教授 (40403597) ; MIYOSHI Miori 広島大学, 大学院教育学研究科, 准教授 (80423482)
• Research Collaborator: SAWAI Kouta 石川県加賀市立東和中学校, 教諭
• Project Period (FY): 2011-04-01 – 2015-03-31
• Keywords: 科学教育 / 教師教育

Outline of Final Research Achievements

The purpose of this study is to investigate the basic principles of establishing teachers’ standards in order to guarantee the quality of profession from a view point of continuing professional development. For this purpose, we employed both theoretical and empirical approaches.
As a result, in European and American countries and also Asian countries, Pedagogical Content Knowledge has been regarded as one of important knowledge of teaching profession both pre- and in- service science teacher education, and pre-service teacher education should be placed as an introduction of continuing professional development.

Free Research Field

科学教育