このエントリーをはてなブックマークに追加
ID 38996
本文ファイル
別タイトル
The Possibility of Using Qualitative Approaches for In-School Teachers’ Development in Early Childhood Education and Care : Focus on the KJ method and TEM
著者
キーワード
園内研修
質的アプローチ
KJ 法
TEM
保育者
teachers' development
qualitative approach
KJ method
TEM
early childhood teacher
NDC
教育
抄録(英)
The purpose of this study is to determine the utilization possibility of qualitative approaches regarding in-school teachers’ development in early childhood education and care. In particular, findings of previous studies on the utilization possibility of the KJ method and TEM were reviewed. Previous studies indicated using the KJ method during in-school teachers’ development seemed to improve the understanding of young children and how to support them, plus communication and teamwork were promoted through collaboration with colleagues. In-school teachers’ development using TEM seemed to promote the understanding of the precious experiences of young children. Using such qualitative approaches, therefore, seems to provide a teacher with insight into a young child by trying to see his/her experiences within a real-life context, including the young child’s surroundings and influences, both social and cultural. Through qualitative approaches, required components for in-school teachers’ development in early childhood education and care, such as teachers’ reflections, the understanding of young children, and shared vocabularies and emotions, seem to be induced by sharing tasks with other colleagues.
内容記述
本稿は,独立行政法人日本学術振興会「平成26~28年度科学研究費補助金(基盤研究(C)・課題番号26381080)(実践コミュニティとしての保育カンファレンスのデザインに関する研究・研究代表者:中坪史典)の交付を受けて実施した研究成果の一部である。
掲載誌名
広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域
64号
開始ページ
129
終了ページ
136
出版年月日
2015-12-18
出版者
広島大学大学院教育学研究科
ISSN
1346-5562
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
他の一覧