Comparative Study on School Teachers Mastery Process between Germany and Japan - From the viewpoint of pedagogical tact as practical judgement

2016 Fiscal Year Final Research Report

• Project/Area Number: 26381027
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Education
• Research Institution: Kyoto University
• Principal Investigator: Suzuki Shoko 京都大学, 教育学研究科, 教授 (10231375)
• Research Collaborator: WULF Christoph ベルリン自由大学, 歴史人類学学際研究センター, 教授 ; ZIRFAS Joerg ケルン大学, 教育研究所, 教授
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: 教育的タクト / 教師力 / 熟達 / 経験 / 歴史人類学 / パフォーマンス分析 / キャリア形成 / 判断力

Outline of Final Research Achievements

This project offers a theoretical analysis of the school teacher’s mastery process from the viewpoint of pedagogical tact as practical judgement based on comparative survey using the historical anthropological method. The following was clarified through the analysis of functioning of tact; 1) The professional development process of teaching jobs, the educational tact worked in classroom practice, student guidance and classroom management are never independent, but also its function of each activities are in a relationship to work in cooperation on the basis of educational activities at schools. 2) In order to train teacher skills, it is essential to organize a training program based on the predictive sensing, that grasps the structure of experiences.

Free Research Field

教育学