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ID 49118
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別タイトル
How do Japanese teachers become teacher educators in higher education?
著者
大坂 遊
川口 広美 大学院教育学研究科 広大研究者総覧
草原 和博 大学院教育学研究科 広大研究者総覧
キーワード
teacher educator
identity
teacher education
transition from teacher to teacher educators
抄録(英)
This article examines the challenges new teacher educators who newly entered the univcrstity face in establishing their identities and how to deal with those challenges. The data collected for whole study to analyze the tensions arising for ten teacher educators in their experience as teacher educators and this paper particularly focused on the two of them who showed smaller gap between teacher and teacher educators. This is because they would have a potential to provide the important suggestions for the support toward new teacher educators. We focused on the data from before they became teacher teachers, not only after they became teacher teachers as Lortie (1975) argued the “Apprenticeship of observation”, namely, education for teacher educators has already begun since they were the pre-service teachers. The findings of the study show that, the interviewee faced challenges about their three new roles, teachers of teachers, researchers and curriculum developers to establish their new professional identities. To tackle these challenges, they employed the professional network and communities which they had already participated in. From these findings, we suggested that meeting both of the challenges new teacher educators requires the third space which are placed between university and schools.
掲載誌名
学校教育実践学研究
26巻
開始ページ
87
終了ページ
94
出版年月日
2020-03-20
出版者
広島大学大学院教育学研究科附属教育実践総合センター
ISSN
1341-111X
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
教育学研究科
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