A Study of The Evaluation of The Tacit Knowledge in Teacher's Ability

教师能力中隐性知识的评价研究

• 批准号: 12610302
• 负责人: CHICHIBU Toshiya
• 金额: $ 1.54万
• 依托单位: National Institute for Educational Policy Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12610302/
• 关键词: Tacit Knowledge; Professional Development; Teacher Evaluation; NBPTS; Action Research; アクションリサーチ; 教師教育; 教育研修; 教育センター; 教員養成

This study focuses on the tacit knowledge, which the brain research is revealing. In order to develop the concrete method for a practical ability of a teacher, this study analyzed some cases of evaluation on the teachers' tacit Knowledge.At first, I analyzed the evaluation system for trouble teachers in Japan, and the evaluation system of Nation Board for Professional Teaching Standards (NBPTS). Definition as trouble teachers is difficult. Each school boar define trouble teachers by listing some concrete cases of trouble teachers.NBPTS evaluates teachers by many kinds of sources, such as a video tape which records their lesson, a lesson plan for the lesson, portfolios of students on the lesson. Furthermore, applicants have to take an examination on evaluation center. The examination includes a interview, group discussion, a roll play.To develop tacit knowledge, the action research is a good training method for teachers. It makes teachers more reflective, prouder, respectful of students. On the other hand, the lesson study which was developed in Japan is becoming popular method for developing tacit knowledge. Both training method show the limitation of the training method which instructs teachers explicit knowledge only, and the necessity of teachers improve their tacit knowledge by themselves.

本研究的重点是大脑研究正在揭示的隐性知识。为了探索教师实践能力评价的具体方法，本研究首先分析了日本的问题教师评价体系和美国国家专业教学标准委员会（NBPTS）的评价体系，并对教师隐性知识评价的案例进行了分析。把教师定义为麻烦教师是很困难的。每个学校都通过列举一些问题教师的具体案例来定义问题教师。NBPTS通过多种来源来评估教师，如记录他们上课的录像带，课程的教案，学生对课程的记录。此外，申请人必须参加评估中心的考试。考试包括访谈、小组讨论、角色扮演等。行动研究是发展教师默会知识的一种很好的培训方法。它让老师们更加反思，更加自豪，更加尊重学生。另一方面，日本发展起来的课例研究正成为发展隐性知识的流行方法。这两种培训方法都体现了单纯传授教师显性知识的培训方法的局限性和教师自主提高隐性知识的必要性。

项目成果

暗黙知を育むアクションリサーチ

促进隐性知识的行动研究

• 发表时间: 2004
• 期刊: 週刊教育資料 834
• 作者: 千々布敏弥;千々布敏弥
• 通讯作者: 千々布敏弥

The Action Research and The Tacit Knowledge

行动研究与隐性知识

• 发表时间: 2004
• 期刊: Educational Public Opinion No.834
• 作者: 千々布敏弥;千々布敏弥;Toshiya Chichibu;Toshiya Chichibu
• 通讯作者: Toshiya Chichibu

米国における優秀教員認定制度

美国优秀教师认证体系

• 发表时间: 2004
• 期刊: 週刊教育資料 832
• 作者: 千々布敏弥

National Teacher Certification System in U.S.A

美国国家教师认证体系

• 发表时间: 2004
• 期刊: Educational Public Opinion No.832
• 作者: 千々布敏弥;千々布敏弥;Toshiya Chichibu
• 通讯作者: Toshiya Chichibu