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US-Japan Comparative Studies on Teachers' Perceptions on Early Childhood Education : Analysis through Video Stimulation Methods

美日教师幼儿教育认知比较研究：视频刺激法分析

基本信息

批准号：
16402042
负责人：
ODA Yutaka
金额：
$ 6.98万
依托单位：
National Institute of Special Education (2005-2006)National Institute for Educational Policy Research (2004)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

This study is about to conduct cultural comparative studies on early childhood educators' perception of their practices. Through this three-years-grant period, we developed a video-stimulated method adopted a multivocal ethnography (cf., Tobin, 1989) and produced video clips from early childhood education facilities in Japan, US, and Germany. Then, we asked early childhood educators in three countries to respond to the video clips. Those responses have been compared and analyzed in order to speculate their similarities and differences among three cultures, comparing their professionalism in their own contexts. The followings are two major results in this study :1. Examining a nature of "good practices"Analyzing the Japanese, German, and US preschool teachers' responses and discourse through the developed method, elements of "good practices" were depicted. Examining an image of Japanese preschool teachers' perception of "good preschool teachers", in particular, it is suggested that imag … More es of "good preschool teachers" were tied to an idea of "child-centered-oriented" practices (Noguchi, et al.,2005).2. Depicting preschool teachers' tacit practical knowledge and beliefs in practical contextTo examine and compare perceptions tacit practical knowledge of Japanese and German early childhood educators with the video-cued multi-vocal ethnography, we interpreted the data with identifying key words included most frequently in the discourse of the preschool teachers, and categorizing the contents of sentences that include those key words. In doing so, one can speculate that which key words are commonly used between cultures of Japanese and German early childhood education, and what is argued by those terminologies. The central themes of each culture's own shared perception and practical knowledge regarding early childhood education are depicted through such analysis. As a result, three common themes are found:(1) respect for children's autonomy and independence/opposition to teachers' instruction(2) standpoint of emphasizing children's social development', and(3) concern for safety'However, the internal structures of those perspectives are different from Japanese to German concepts, reflecting each country's history, culture, and system of early childhood education (Ashida, et al., 2006). Less

本研究拟对幼儿教育者对其实践的认知进行文化比较研究。通过这三年的资助期，我们开发了一种视频刺激的方法，采用了多焦点人种志（参见，Tobin，1989），并制作了来自日本、美国和德国幼儿教育机构的视频剪辑。然后，我们请三个国家的幼儿教育工作者对视频片段做出回应。这些反应进行了比较和分析，以推测他们的相似之处和三种文化之间的差异，比较他们在自己的环境中的专业精神。本研究的主要结果如下：1.通过对日、德、美三国幼儿教师的回答和话语的分析，揭示了“良好实践”的要素。考察日本幼儿教师对“好幼儿教师”的看法，特别是建议imag ...更多信息 “好的幼儿教师”的概念与“以儿童为中心”的做法有关（Noguchi，et al.，2005年）。为了考察和比较日本和德国幼儿教育工作者对隐性实践知识的看法，我们使用视频提示的多声音民族志，通过识别幼儿教师话语中最常见的关键词来解释数据，并对包含这些关键词的句子内容进行分类。在此过程中，可以推测哪些关键词是日本和德国幼儿教育文化之间常用的，以及这些术语所争论的问题。通过这种分析，描绘了每种文化自己的共同看法和幼儿教育的实际知识的中心主题。结果发现，三个共同的主题：（1）尊重儿童的自主性和独立性/反对教师的指导（2）强调儿童社会发展的立场，（3）关注安全性，但是，这些观点的内部结构与日本和德国的概念不同，反映了每个国家的历史，文化和幼儿教育制度（Ashida，et al.，2006年）。少