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The theoretical and empirical studies on curriculum development of teacher education to aim at becoming the reflective practitioner as a teaching profession

教师教育课程开发的理论与实证研究，旨在成为教师职业的反思实践者

基本信息

批准号：
14380107
负责人：
ISOZAKI Tetsuo
金额：
$ 4.8万
依托单位：
HIROSHIMA UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

The aim and purpose of this research based on theoretical analysis and empirical data is to show some effective points for educating teachers who have knowledge and skills in subject teaching and understanding of children's studies in their subjects. The model of teacher for aiming at this research is based on the reflective practitioner. Some results of this research are followings ;・The reflective practitioner has been regarded as one of the model of professions in the UK and the USA. Some universities which have delivered teacher education programmes in the UK have educated teachers as becoming the reflective practitioner. Those programmes are based on the idea of the continuing professional development. However, it is a fact that the model of reflective practitioner is partly criticized by other models and ideas, e.g. good teacher. These facts will give suggestion that we have to recognize and give a clear definition of the reflective practitioner in developing the teacher education programmes,・The mentoring to student-teacher has been effectively worked by mentors under a good partnership with universities during teaching practice in pre-teacher education in the UK. There are some stages for mentoring by mentors. These facts will give suggestion that the qualitative facet in teaching practice should be emphasized and encouraged, and・Some our Japanese student-teachers' metacognitions of a teaching material have been developed from the view point of a teacher through experiences in teaching practice focusing on observation.With above mentioned and other research results, we suggest about making teacher education programmes that we have to clarify a definition of teaching profession and reflective practitioner, pre-service teacher education should be placed the beginning of continuing professional development and effective mentoring should be done by mentors under the partnership with universities.

本研究的目的和目的是基于理论分析和实证数据，为教育教师提供学科教学知识和技能以及对学科儿童研究的理解的一些有效要点。本研究的教师模型是基于反思性实践者的。这项研究的一些结果如下：·反思型实践者在英国和美国被视为职业典范之一。英国一些开设教师教育课程的大学将教师培养成反思性的实践者。这些计划基于持续专业发展的理念。然而，事实是反思性实践者模型受到其他模型和思想的部分批评，例如：好老师。这些事实表明，我们在制定教师教育项目时必须认识到反思性实践者并给出明确的定义。・在英国师前教育的教学实践中，导师在与大学的良好合作关系下，有效地开展了对师生的指导。导师的指导有几个阶段。这些事实表明，应强调和鼓励教学实践中的定性方面，并且・我们的一些日本学生教师对教材的元认知是通过注重观察的教学实践经验从教师的角度发展起来的。根据上述和其他研究结果，我们建议制定教师教育计划，我们必须澄清教师职业和反思性从业者的定义，职前教师教育应放在持续专业发展的开始导师应与大学合作进行有效的指导。