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A study of teachers' professional growth and reflective process on teaching

教师专业成长与教学反思过程研究

基本信息

批准号：
07610278
负责人：
AKITA Kiyomi
金额：
$ 1.15万
依托单位：
RIKKYO UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1997
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07610278/
关键词：
reflection reflective practitioner teacher teaching image development 熟達化同僚性談話校内研修

项目摘要

This research project has two purposes. One is to review researches on teachers' reflection. The other is to investigate the developmental process of teachers' practical knowledge.As for the former, it is reviewed about one-hundred and ten papers published abroad and in Japan from 1985 to now. Through this review three points are clarified. The first one is about the ambiguity and varieties of the conception of reflection. In particular, most papers in Japan are focused on only level of technical rationality and development of method of reflection . But it is necessary for us to think over the level of critical and practical level on reflection and the reflective processes itself.. The second one is that the trend of recent papers from the feminism perspectives are emphasized on reflection of relatedness between teacher and students and on caring. The third one is the trend from self reflection to collaborative reflection between collegiality.As for the latter purpose, three investigation are executed. The first one is the transformation of image through expertise. The image on teaching are changed from the transmission image to co-construction and supporting image. The second one is the relation between image of teaching in general and image of particular subject. The third one is the function of image between collaborative reflection. Analysing the discourse among teachers, Japanese teachers share the image through figurative language and form teachers culture .Through the three researches, it is suggested the image as professional practical knowledge are key to clarify the developmental process of teachers.

这个研究项目有两个目的。一是对教师反思研究的回顾。二是考察教师实践性知识的发展过程，对1985年至今国内外发表的约110篇论文进行了综述。通过这一审查，澄清了三点。第一部分是关于反映概念的模糊性和多样性。特别是日本的大多数论文只关注技术合理性的水平和反思方法的发展。但我们有必要对反思的批判性和实践性层面以及反思过程本身进行思考。二是近年来女性主义视角的论文倾向于强调对师生关系的反思和关怀。第三，从自我反思到合作反思的趋势。第一个是通过专业知识来改造形象。教学形象由传播形象向共建、支持形象转变。二是教学总体形象与学科具体形象的关系。第三是意象在协同反思中的作用。通过对教师话语的分析，日本教师通过形象化的语言进行形象共享，形成教师文化，通过三个研究，说明形象作为专业实践知识是阐明教师发展过程的关键。