An empirical study on the change of teachers' narrative through the process of the reflective practice

2014 Fiscal Year Final Research Report

• Project/Area Number: 24520633
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Foreign language education
• Research Institution: Kobe City University of Foreign Studies
• Principal Investigator: TAMAI Ken 神戸市外国語大学, 外国語学部, 教授 (20259641)
• Co-Investigator(Kenkyū-buntansha): NAKAMURA Ian 岡山大学, 言語教育センター, 教授 (90320027)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 教師教育 / リフレクティブ・プラクティス / アクション・リサーチ / 気づき / 談話分析 / 会話分析 / 質的研究法 / 現象学的アプローチ

Outline of Final Research Achievements

The aim of this project is two fold. One is to clarify the process of a teacher attaining awareness and rewriting previous beliefs. Another is to organize theoretical frameworks that support the Reflective Practice. As means of research discourse analysis was carried out on the text of the web-journal written by a cmmmunity of teachers and conversational analysis was administered on the interview texts. In the analysis a focus was put on a state called "awareness" experienced in the process of teacher's changes. As the result of researches, a variety of processes through which learners attain awareness were carved out and the need of capturing "awareness" in the relational perspectives was confirmed. As a useful theoretical framework to capture the Reflective Practice, phenomenological approach has emerged and its use was discussed and confirmed in the data.

Free Research Field

英語教育