Educational psychological study of sharing teacher's tacit knowledge

在研究一中，对教师职业生活的隐喻进行了检验。根据问题是否与教学工作相关而不同，比喻是否不同？调查对象为国小教师160人，国中教师105人。因此，已经理解了以下内容。（1）解决了班级问题的中小学教师有“班级是一个共同创造的地方”的形象，不安定者有“班级成为未知的发展”的形象。（2）不解决教学工作中的问题的小学教师具有“教师是演员”的形象。另一方面，解决这一问题的初中教师具有“教师是生产者”、“教师是学习者”的形象。不安的人有“紧张与克制”的形象。（3）解决儿童理解问题的小学教师具有“儿童多管齐下”的形象。一个unse ...更多信息 教师有一个形象：“理解孩子就是教师自我理解”。解决问题的初中老师有这样的形象：“孩子的理解复杂而困难”。（4）小学教师在解决学生辅导问题时，有“亲子关系的平衡在学生辅导中很重要”或“灵活地进行学生辅导是必要的”的形象。另一方面，一个不稳定的人有形象“学生指导母亲”或“热情和毅力是必要的学生指导”。而且，解决它的初中老师有“学生指导母亲”的形象，而一个不安定的人有“学生指导是一场战斗”的形象。（5）是否解决班级管理问题对班级管理的形象没有影响。研究二对三位小学教师进行了两次班级管理问题访谈。并通过班级管理问题体验来考察教师所具备的实践性知识。三位教师的班级管理形象分别为“太空旅行”、“和谐”、“棉花”。每个图像分为六个原则，如“必须始终成为孩子的立场来思考”。此外，每个原则分为两个或两个以上的做法，如“孩子不得不赞扬和提高它”的规则。三位教师认为师幼关系最重要。少

In research 1, the metaphor made about the teaching job life was examined. Is the metaphor different according to whether the problem related to the teaching job was solved? Investigation objects were 160 teachers of the elementary school, and 105 junior high school teachers. As a result, the following has been understood. (1)The elementary and junior high school teacher who solved the problem about the class has the image "The class is a place of a joint making", and an unsettled person has the image "The class becomes development of the unknown". (2)The primary teacher who doesn't solve problem concerning the teaching job has the image "The teacher is actor". On the other hand, the junior high school teacher who solved it has the image "The teacher is producer" and "The teacher is a person who learns". Unsettled person have the image "Tension and restraint". (3)The primary teacher who solved problem concerning the child understanding has the image "The child is multipronged". An unse … More ttled teacher has the image "To understand the child is to self-understand by the teacher". The junior high school teacher who solved problem has the image "The child understanding is complex and difficult". (4)The primary teacher who solved problem concerning the student guidance has the image "The balance of paternity and motherhood is important in the student guidance" or "It is necessary to do the student guidance flexibly". On the other hand, an unsettled person has the image "The student guidance motherhood" or "Zeal and perseverance are necessary for the student guidance". Moreover, the junior high school teacher who solved it has the image "The student guidance motherhood", and an unsettled person has the image "The student guidance is a fight". (5)There was no difference of the image of the class management whether to solve the problem about the class management.In research 2, the class managerial problem was interviewed to three primary teachers two times. And, what practicing knowledge the teacher came to have was examined through the problem experience concerning the class management. Three teachers had the image of the class management "Space travel", "Harmony", and "Cotton". Each image divided into six principles such as "It is necessary to think by always becoming child's standpoint". In addition, each principle divided into the rule of two or more practice such as "The child had to praise and to raise it". It was clarified that three teachers thought that teacher and child's interpersonal relationships were the most important. Less