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A study of support network for teachers growth and culture of teaching

教师成长支持网络与教学文化研究

基本信息

批准号：
10610145
负责人：
AKITA Kiyomi
金额：
$ 0.64万
依托单位：
The University of Tokyo (1999-2001)Rikkyo University (1998)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 2000
项目状态：
已结题

项目摘要

The purposes of this study are to examine the school culture for professional development of teachers and the support systems for them. The first study is to investigate how Japanese teachers experience school movement system from one public school to the other school. The analysis of their descriptions shows that school movement is crisis not for teachers who can not make the best use of their ability for the beginning but for schools that relations of school and community is renewed for the teacher's movement. It suggests that it is necessary to take for consideration not for school administration but teachers professional development. The second study is to collect data about collegiality of teachers and their view of school as a place of work and that of other teachers. Most teachers have three or four colleagues to talk about their work. They are dissatisfied with their overwork and stress and hope for having times to talk about lessons, children, and future education. They think that the other teachers do not have enough challenging mind to change their old fashioned style of teaching and climate of school.The third research is done by action-research. The researchers observe one elementary-school in every week through one year and have meeting for reflect and discuss the children's behavior and participant structure for discussion of the classroom. The analysis of the discourse in the meeting shows that is necessary for teachers to talk about image of children elaborate it and share it with the observant in order to Reframe the teacher's framework about class. As the times of meeting has passed, the teacher tends to have his autonomy of their class.

本研究旨在探讨促进教师专业发展的学校文化及其支持系统。第一项研究是调查日本教师如何体验从一所公立学校到另一所学校的学校流动系统。对他们描述的分析表明，学校运动不是一开始就不能充分发挥自己能力的教师的危机，而是学校的危机，学校与社区的关系因教师运动而更新。这表明，不仅要考虑学校的行政管理，还要考虑教师的专业发展。第二项研究是收集有关教师的合议性以及他们对学校作为工作场所和其他教师的看法的数据。大多数教师都有三到四个同事来谈论他们的工作。他们对自己的过度工作和压力感到不满，希望有时间谈论课程、孩子和未来的教育。他们认为其他教师没有足够的挑战思维来改变他们旧式的教学风格和校风。第三，通过行动研究。研究人员在一年的时间里每周观察一所小学，并开会反思和讨论儿童的行为和参与结构，以便讨论课堂。对会议话语的分析表明，为了重新构建教师的课堂框架，教师有必要谈论儿童形象，对其进行阐述，并与观察者分享。随着会议时代的过去，老师往往有了自己的班级自主权。