How can the development of practical thinking and be adopted in teacher education

2015 Fiscal Year Final Research Report

• Project/Area Number: 24730554
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Educational psychology
• Research Institution: Baika Women's University (2013-2015); Mimasaka University (2012)
• Principal Investigator: HIROSE Toshiya 梅花女子大学, その他部局等, 准教授 (40419461)
• Project Period (FY): 2012-04-01 – 2016-03-31
• Keywords: 実践的思考 / 熟達化 / 教師 / 教師教育 / 発達

Outline of Final Research Achievements

This study investigated practical thinking in elementary school teachers (known as invisible practice) evoked through the on-line monitoring method of thinking aloud and the off -line monitoring method of report writing, and relationships between practical thinking and teaching experience. Results indicated that during on-line monitoring, participating teachers spoke more frequently about the actions of students and the content of learning, and made more inferences. During off -line monitoring, teachers more frequently reported on the overall lesson structure and their thinking consisted of more impressions. Teaching experience influenced the perspective of participating teachers: novice teachers focused on the lesson as whole, mid-career teachers attended to teacher-student interactions, and long-career teachers focused on actions by both students and the teacher.

Free Research Field

発達心理学