初等教師教育における実践課題の検討 : 「情動の共有」による教師の力量と同僚性の形成

Examination of the Practice Problem in the Elementary Teacher Education : Competence of teachers and formation of collegiality by “sharing of emotions”

稲田 八穂

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

How teachers acquire phronesis and grow as a teacher. It has become an urgent issue to convey phronesis to young teachers, the number of which are increasing every year. Indeed, the Board of Education has planned training and even placed supervisors in order to improve the quality of teachers. However, can phronesis really be acquired through such measures only? Through training which is delivered by mainly giving out contents, it’s difficult to see what exudes out from teachers themselves. I think that actions of feeling messages using body that cannot be delivered with just words. This is defined as "emotion". Teachers live in a three-tier worlds of "children", "school and colleagues" and "society and parents." It is important for teachers to learn" tacit knowledge using “body” through "sharing of emotions" in respective worlds, and transform such knowledge into a solid power. Verification is performed using a real example of a first-year teacher.

sharing of emotions

tacit knowledge

collegiality

情動の共有

暗黙知

同僚性

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5546

[NCID] AA11618554