This joint research aims at understanding learning by a researcher as an “authentic practice” in order to covert and utilize the researcher’s learning in his or her research into learning by children at each school. In this paper, the author clarifies how a historian extracts learning by a researcher that constitutes an “authentic practice” by interpreting academic papers and books of other historians and how the learning can be applied to research of teaching materials and development research thereof by history teachers.
To achieve the goal, Sakanobori Nihonshi 9: Heian: Fujiwara-shi wa naze kenryoku wo mochitsuzuketanoka (Retrospective history 9: Heian: Why the Fujiwara clan was able to sustain its power) written by Oboroya (2012) was interpreted in terms of sentence, structure and rhetoric; and learning by a researcher that constituted an “authentic practice” was extracted. The author, who is a history teacher, discussed how the learning by the researcher could be used and explained how a teaching unit in junior high school Social Studies, History, “Let’s compose an ode in reply to Fujiwara no Michinaga” was developed and utilized.
As a result, it was clarified that research of history teaching materials by a history teacher toward “authentic practice” can convert the learning by a historian into learning by students but the learning by a historian needs to be reflectively converted into learning by students when the history teacher attempts to cultivate citizenship.