LIVED TEACHING EXPERIENCES CREATING THE GROWTH AS A TEACHER - A PHENOMENOLOGICAL EXPLICATION OF ITS STRUCTURE AND MEANING -

本研究的目的是从现象学的角度来解释那些活生生的教学经验的结构和意义，这些教学经验创造了经验者作为教师或教学者的成长--或者至少是变化。研究的重点是东京大学的本科生的教学经验，他们花了几个月的时间准备在一所小学教一个或两个班。在实际教学体验之前和之后分别对这些体验者进行了访谈。访谈的逐字记录被编辑成“浓缩”版本，以第一人称叙述体验者的生活教学经历和他们的反思。这些版本揭示了个人生活世界发生的深层次和浅层次的变化。本文试图通过新发现的“我”、儿童的发现、看与看的体验、生活教学的时空、自信与焦虑等主题，从现象学的角度对这些变化进行阐释。本研究显示了经验者生活世界变化的现象学解释的丰富可能性，但遗憾的是，它还没有完成，这一点还有待于进一步的探索。

The purpose of this study was to explicate phenomenologically the structure and meaning of those lived teaching experiences which create the growth --- or at least the change ---, as a teacher or a teaching person, of the experiencer. The research focused upon the teaching experiences of underdraduate students of the University of Tokyo, who had spent several months preparing for the teaching of a class or two in an elementary school. Interviews with those experiencers were conducted individuallly before and after the actual teaching experiences. The verbatim records of the interviews were edited into the "condensed" versions narrating, in the first person, the experiencers' lived teaching experiences and thier reflections thereupon. These versions revealed the changes,deep and shallow, occurring to the lived worlds of the individuals. A modest attempt was made to explicate phenomenologically these changes, via the thematized topics such as ; newly discovered"I", discovery of children, experiences of looking and seeing, lived-teaching-time-and-space, self-confidence and anxiety, and others. The study shows the rich possibility of the phenomenological explication of the changes in the lived worlds of the experiencers, and yet it has regrettablly stopped short of its completion,which should further be pursued in the future.