社会科授業観を教師が問い直す授業省察モデルの再構築

A Research on Social Studies Teachers’ Teaching Theory: Reconstruction of a Lesson Reflection Model

河野 大樹

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

The main purpose of this paper is to reconstruct double-loop reflective model derived from specific subject when high school social studies’ teachers try to improve their teaching skills. First, participants are selected to verify reflective model. Prior to the sampling, the author conducted interviews on ten high school social studies’ teachers and observed their classroom teaching. Second, the author chose four categories that clearly show when the participants start reconsidering their teaching theory and how they change in teaching. Then, four teachers who represent each category were chosen and analyzed. Based on the results of this analysis, the author conducted reconstruction of reflective teaching model by considering characteristics at each step of reflection. The outcome of this research is to reveal the timeframe for the four participants to reconsider their teaching theory and the factors that stimulate them to do reflection. Through the case analysis of these four participants, a reflective teaching model that encourages teachers to reconsider their teaching theory spontaneously without depending on extrinsic experiences is successfully reconstructed.

Action Research

Teaching Theory

Reconsideration

Social Studies Teaching Theory

Reflection

アクションリサーチ

授業理論

問い直し

社会科授業観

省察

日本語

広島大学大学院人間社会科学研究科

Copyright (c) 2022 人間社会科学研究科

[ISSN] 2436-0333

[NCID] AA12909086