| Project/Area Number |
21520633
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
IMAI Hiroyuki 兵庫教育大学, 学校教育研究科, 准教授 (80247759)
YANASE Yosuke 広島大学, 教育学研究科, 准教授 (70239820)
TAMAI Ken 神戸市外国語大学, 外国語学部, 教授 (20259641)
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| Research Collaborator |
KARENE. Johnson ペンシルバニア州立大学, 教授
SAKAMOTO Nami 兵庫県立大学附属中学校, 教諭
KAMBARA Katsunori 西宮市立大社中学校, 教諭
DOMOTO Yoshiki 三田市立狭間中学校, 教諭
ZENG Gang 兵庫教育大学, 学校教育研究科, 特命准教授
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| Project Period (FY) |
2009 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2011: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2010: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2009: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 英語教育 / 教師教育 / ナラティブ / 電子ポートフォリオ / 質的研究 / 社会文化的理論 / 電子ポートフォリ |
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| Research Abstract |
The present study aimed to analyze English language teachers' narratives and to trace the process of their professional development. Teachers' experiences in the classroom, including "critical events", were articulated as a written narrative form and archived and shared in their e-portfolios. The narrative data were then qualitatively analyzed based on Sociocultural Theory. The result revealed the ways in which the teachers interpreted their experiences. It was also suggested that the dialogic process among the participants including teachers and teacher educators had made a significant contribution to teacher's professional development.
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