保育カンファレンスにおける知の再構築

Knowledge restructuring through teachers' conferences

若林 紀乃

杉村 伸一郎

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

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

Recently, teachers' conferences for early childhood education attracts attention with the expectation that they will encourage a child-care person's reflective practices, restructure knowledge and improve child care practices. In this paper, for the purpose of examining challenges for teachers' conferences, a model was proposed to systematically understand the process of restructuring child-care knowledge in a teachers' conference. This model is a circulation model which consists of four kind of knowledges (personal knowledge, cooperative knowledge, practical knowledge, and general knowledge) and "awareness". Those four knowledges are restructured through a conflict process in "awareness". Few previous researches directly focused on the conflict process, therefore, it is not yet clarified how an individual restructures his or her knowledge in a teachers' conference. It is expected that the interaction between "intrapersonal conversation" and "interpersonal conversation" is examined, so that the knowledge restructuring model which centers on "awareness" in a teachers' conference can be elaborated.

teachers' conference

knowledge restructuring

reflective practice

early childhood education

保育カンファレンス

知の再構築

反省的実践

幼児教育

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039