Exptoratory Practiceの特質と「理解」概念に関する理論的考察 : アクション・リサーチを超えて
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Exploratory Practice and the Concept of Understanding
This paper contrasts Exploratory Practice (EP) with Scientific Research (SR) and Action Research (AR) in their features and roles in the studies of English Language Teaching (ELT) as a second or foreign language. It argues that EP should take priority over AR and SR for teacher development in the sense that it deepens understanding of ELT by teachers. Understanding is the first requirement for teachers, for otherwise a 'problem solving' may be misdirected and a scientific 'research question' may be totally irrelevant to the practice of ELT. The concept of understanding is further explored by introducing Heidegger's philosophical concepts from Sein und Zeit. EP echoes with a sociocultural approach in many ways, and is one answer to the question of "for what and for whom our research is," which is becoming increasingly important for both researchers and practitioners in ELT.
CASELE research bulletin
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Graduate School of Education