Teachers' intrinsic motivation for Lesson Study : An investigation of optimal conditions for teachers' practices

本研究的目的是理论化教师课堂学习的内在动机，探讨教师课堂改进的最佳条件因素。回顾了以往关于内在动机、教师反思、课堂研究的研究，重新审视了动机、评价和课堂实践改进等概念。此外，本研究主要采用行动研究和案例研究等定性方法对教师内在动机的支持条件进行研究。结果得出了对教师教育的建议；(1)教师在课堂学习过程中自主性、胜任性和关联性需要同时得到满足。(2)教师在教学过程中对学习者学习的具体事实的反思应集中在“课学”上。(3)可以开发可视化学习者在教学过程中学习的具体事实的工具和系统，以增强教师的内在动机。

The purpose of this research project is to theorize teachers' intrinsic motivation for Lesson Study and investigate on factors of optimal conditions for teachers to improve their classes intensely. Previous research on intrinsic motivation, teachers' reflection, Lesson Study was reviewed to reexamine the concept such as motivation, evaluation, and classroom practice improvement. In addition, conditions which support teachers' intrinsic motivation were studied mainly by qualitative methods including action research and case method.As the result, suggestions for teacher education are obtained; (1) Teachers' needs for autonomy, competence and relatedness should be satisfied at the same time in the process of Lesson Study. (2) Teachers' reflection on specific facts of learners' learning in the instructional process should be focused in Lesson Study. (3) Tools and systems for visualizing specific facts of learners' learning in the instructional process could be developed to enhance teachers' intrinsic motivation.