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

全面学习与教师发展:教师教学实践经验的叙事方法

基本信息

批准号：
13680323
负责人：
FUJIWARA Akira
金额：
$ 1.47万
依托单位：
College of Nursing Art and Science, Hyogo
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-13680323/
关键词：
Comprehensive Learning Unit Learning of Japanese Research on Teaching Teachers' Practical Knowledge Life History Narrative Approach Interview Case Study ナラティヴ・アプローチ質的研究

项目摘要

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.

本研究的目的是从实践知识的形成和转化的角度，探究教师从事教学实践、组织综合学习活动的发展轨迹，实践知识是教师在日常教学实践中获得的情境性的、个人性的知识。为了实现这个目的，我们邀请了初中老师远藤荣子（Eiko ENDO）参与该研究项目。她从事日语教学工作二十多年，致力于组织日语单元学习活动，即以日语为中心的综合学习的教学实践。研究中，我们在收集和审查了她自己撰写的许多关于上课的报告（文档数据）和一些上课观察记录（观察数据）的基础上，对她进行了3次访谈，总共10个小时。在运用这些方法进行案例研究时，我们考虑了大量的访谈资料，即教师对自己实践的叙述，因此这里采用了叙述的方式。我们按照以下三个阶段，解读访谈资料，探究她单元学习实践知识的形成与转化。在第一阶段，我们展示了她教学实践的基本范畴，从生活史的角度解释了她实践知识的形成过程。第二阶段，围绕她组织单元学习活动的教学实践，并展示其特征的类别，说明她的单元学习实践知识是如何形成的。第三阶段，考察她的“课程经验”，即她制定特定单元的计划并将其付诸实践，我们解释她的单元学习的实践知识是如何转化的。