この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/50180
広島大学大学院人間社会科学研究科紀要. 教育学研究 Issue 1
published_at 2020-12-25
当事者研究から考える校内授業研究のあり方
School-Based Lesson Studies Inspired by “Tojisha-kenkyu”
Abstract
While many teachers acknowledge that school-based lesson studies are useful for their professional development, those studies occasionally become routinized and fail to deliver diverse perspectives without promoting collegiality. This paper selects “Tojisha-kenkyu,” a community-based study of mutual help by those concerned with difficulties, as a type of practitioner research that may evolve school-based lesson studies into a new kind of research activity with distinct procedures and epistemology. School-based lesson studies inspired by “Tojisha-kenkyu” require changes in the conceptual understanding of causality, agency, practice, power, and teacher competency. The paper also discusses the feasibility of introducing such research into the current school education context in Japan.
About This Article
Descriptions
本研究はJSPS科研費JP16K04770の助成を受けたものです。
Keywords
professional development of teachers
epistemology of practice
teacher collegiality
narrative
教員研修
実践の認識論
教師の同僚性
物語
Rights
Copyright (c) 2020 人間社会科学研究科
Other Article
PP. 156 - 163
PP. 237 - 245
PP. 627 - 636