Our Search for Shutaisei: Self-Study of Three University-Based Teacher Educators
Our Search for Shutaisei: Self-Study of Three University-Based Teacher Educators
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我们对书大成的探索：三位大学教师教育家的自学
DOI：
10.1080/17425964.2022.2137668
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发表时间：
2023
影响因子：
1.6
通讯作者：
T.
中科院分区：
文献类型：
--
作者：
Saito;M.;Osaka;Y. & Watanabe;T.
自20世纪90年代末以来，职前教师的培养一直是日本大学教师教育的重点。这篇文章包含了日本不同大学的三位教师教育工作者的自学。我们三人都认为，帮助学生培养他们的修行应该是我们教学实践中的一个重要部分；然而，制定修行并在实践中追求它会带来复杂的两难境地。在这篇文章中，我们探讨了我们个人在理论和实践中对舒泰成意义的理解，并反思了我们如何以及为什么这样看待它。我们每两周在网上讨论我们的练习；所有的对话都被录制下来并进行分析。最终，通过这项自我研究，我们(教师教育工作者)发现：(1)我们根据自己的教育经验定义了什么是教师；(2)我们向学生建议了我们自己的教师，而没有意识到它是基于我们自己的教育经验。我们建议，教师教育机构应该为教师提供机会，让他们探索自己和他们的实践。
Cultivating preservice teachers’shutaiseihas been the focus of Japanese university-based teacher education since the late 1990s. This article contains the self-study of three teacher educators at different Japanese universities. All three of us believe that helping students cultivate theirshutaiseishould be an important part of our teaching practices; however, framingshutaiseiand pursuing it in practice poses complex dilemmas. In this article, we explore our individual understandings ofshutaisei’smeaning in theory and practice, and reflect on how and why we considered it in these ways. We discussed our practices every two weeks online; all the conversations were videotaped and analyzed. Ultimately, through this self-study, we (teacher educators) found: (1) We had defined whatshutaiseimeans based on our own educational experiences; and (2) We had suggested our ownshutaiseito the students without being aware that it is based on our own educational experience. Teacher education institutions, we recommend, should provide opportunities for faculty members to explore themselves and their practices.