教員研修の学習効果としての自律的な授業改善過程とその要因 : A.P マグウッドによる歴史授業改善の場合

Process and Factors of Self-Directive Lesson Improvement as Learning Effectiveness by Professional Development: In History Lesson Improvement by A.P Magwood

渡邉 巧

広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education

This study aims to evaluate the effectiveness of professional development by H.L Erickson as an educational consultant. For this purpose, this study focuses on history lesson plans presented during a usual teaching day by A.P Magwood̶a social studies teacher. This study attempts to answer the following question: What factors affect lesson improvement of social studies teachers? The findings may be summarized as follows. The aim of the history lesson was “Analyzing U.S. History through concepts to better understand the present.” The teacher refined the construction of the lesson to achieve the aim. In particular, concepts used in the lesson unit changed in quality and quantity. The teacher critically examined and used the theory by the educational consultant. This research has implications for the professional development of social studies teachers.

教員研修

社会科教師

授業改善

単元構成

概念

professional development

social studies teacher

lesson improvement

unit construction

concept

教育 [ 370 ]

日本語

広島大学大学院教育学研究科

[ISSN] 1346-5554

[NCID] AA11618725