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

这项研究的目的是从现象学的角度解释那些创造了体验者的成长-至少是改变-作为教师或教书人的生活教学经验的结构和意义。这项研究的重点是东京大学本科生的教学经历，他们花了几个月的时间为小学的一两个班的教学做准备。对这些体验者的访谈是在实际教学体验之前和之后进行的。访谈的逐字记录被编辑成“浓缩”版本，第一人称叙述了体验者的生活教学经验和他们对此的反思。这些版本揭示了发生在个人生活世界中的深层次和浅层次的变化。通过新发现的“我”、儿童的发现、观看和观看的体验、生活教学时间和空间、自信和焦虑等主题，试图从现象学的角度解释这些变化。这项研究显示了现象学解释体验者生活世界变化的丰富可能性，但遗憾的是，它并没有完成，这是未来应该进一步追寻的。

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.