Study of the relationship teachers' experiences and development with referring teachers' positioning in lessons
Project/Area Number |
26350341
|
Research Category |
Grant-in-Aid for Scientific Research (C)
|
Allocation Type | Multi-year Fund |
Section | 一般 |
Research Field |
Educational technology
|
Research Institution | Aichi Institute of Technology |
Principal Investigator |
|
Project Period (FY) |
2014-04-01 – 2017-03-31
|
Project Status |
Completed (Fiscal Year 2016)
|
Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
|
Keywords | 授業研究 / 教師の動き / 黒板前の立ち位置 / キャリア教育 / 授業分析 / 教師教育 / 教職課程 / 黒板前の動き / 可視化 / カテゴリー分析 |
Outline of Final Research Achievements |
In this study the researcher made clear three features about teacher-trainees' movement in front of blackboard. The first feature is "non-moving status". We can observe this status in first time mock-up lessons which were done by teacher-trainees. They don't check students' notebooks whether what do they write on or their textbooks whether where do they read on. The second feature is "liner movement" which trainees change positioning left to right. The trainees re-write new words on the blackboard after fulling on blackboard with words at edge of the right. The last feature is "walking around classroom complexly". We can observed this status after trainees go to actually school as teacher-students, so the researcher was be able to set up new hypothesis from the result of this study.
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Report
(4 results)
Research Products
(17 results)