Comprehensive Learning and Teacher Development : A Narrative Approach to Teachers' Experiences of Teaching Practices

实践性知识是教师在日常教学实践中所获得的情境知识和个人知识，本研究旨在从实践性知识的形成和转化的角度，探讨从事教学实践的教师组织综合性学习活动的发展轨迹。为了达到这个目的，我们邀请了一位初中教师Eiko ENDO来参与这个研究项目。从事日语教学工作，二十多年的教学实践，组织日语单元学习活动，即以日语为中心的综合学习。在研究中，我们在收集和研究了她自己写的许多关于她的课程的报告（文献数据）和一些她的课程的观察记录（观察数据）的基础上，对她进行了三次采访，总共10个小时。在这些方法的案例研究中，我们考虑了大量的访谈数据，即教师对自己实践的叙述，所以这里采用了叙事的方法。根据以下三个阶段，通过对访谈数据的解读，探究其单元学习实践知识的形成与转化。第一阶段，从生活史的角度阐释其实践知识的形成过程，揭示其教学实践的基本范畴。第二阶段，以她组织单元学习活动的教学实践为重点，展示了她组织单元学习活动的一些特征类别，说明了她的单元学习实践知识是如何形成的。在第三阶段，考察她的“课程体验”，即她制定了特定单元的计划并付诸实践，我们解释了她对单元学习的实践知识是如何转化的。

The purpose of this research is to inquire into the tracks of development of the teacher who has worked on teaching practices to organize comprehensive learning activities, from the viewpoint of formation and transformation of practical knowledge, which is the situational and personal knowledge that teachers acquire through their daily teaching practices. To accomplish the purpose, we request Eiko ENDO, a junior high school teacher, to take part in the research project. She has taught Japanese, and more than twenty years worked on teaching practices to organize unit learning activities of Japanese, namely, comprehensive learning centering on Japanese. In the research, based on collecting and examining many reports that she wrote about her lessons herself (document data) and some observational records of her lessons (observational data), we interview with her three times, for ten hours in all. In the case studies by means of those methods, we think a great deal of the interview data, namely, the teacher's narratives of her practices, so that a narrative approach is adopted here. According to the following three stages, interpreting the interview data, we inquire into formation and transformation of her practical knowledge of unit learning. At the first stage, showing fundamental categories which characterize her teaching practices generally, we explain the process of formation of her practical knowledge from the viewpoint of life history. At the second stage, focusing on her teaching practices to organize unit learning activities and showing some categories which characterize them, we explain how her practical knowledge of unit learning has been formed. At the third stage, examining her " curriculum experience ", where she formulates a plan of the particular unit and puts it into practice, we explain how her practical knowledge of unit learning is transformed.