2016 Fiscal Year Final Research Report
Study of competence from the view point of narrative inquiry
| Project/Area Number |
26381035
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Education
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| Research Institution | Tsuru University |
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Principal Investigator |
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| Research Collaborator |
Clandinin D. Jean University of Alberta
Huber Janice University of Alberta
McKenzie Sue University of Alberta
Kubota Hiroko University of Alberta
Murphy M. Shaun University of Saskatchewan
Lynne Driedger-Enns
Chung Simmee
Abe Toshiki
Ota Ittetsu
Sato Hiroya
Watanabe Kinue
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Keywords | ナラティブ / 学力 / 子ども理解 / 教師教育 / ストーリー / アクティブ・ラーニング / 学習 / 再ストーリー化 |
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| Outline of Final Research Achievements |
The most important advantage of Japanese teachers’ educational practices is that they have succeeded in improving students’ competences by adopting the policy of attaching great importance to understanding children. However, to date, there are no general methods in Japanese pedagogy to effectively analyze this practice. One possible solution is the use of narrative inquiry, which is one of the most superior methods of educational practice analysis. However, it is in the process of developing a way to connect the understanding of children and the improvement of students’ competencies.
In this study, I interviewed excellent Japanese teachers and Canadian narrative inquiry researchers to determine a methodology that integrates the understanding of children and the improvement of their competences. I discovered some vital points for educational practices in the 21st century, as well as insights into the teacher education being used to develop the next generation of the experts.
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| Free Research Field |
教育学
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