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

本研究旨在从教师在日常教学实践中所获得的情境性、个人性知识的形成与转化的角度，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。为了实现这一目的，我们邀请了初中教师远藤英子参与研究项目。曾任日语教师，从事日语教学实践二十余年，组织日语单元学习活动，即以日语为中心的综合性学习。在研究中，我们在收集和审查了她自己写的许多关于她的课的报告（文件数据）和她的课的一些观察记录（观察数据）的基础上，对她进行了三次访谈，共十个小时。在运用上述方法进行的个案研究中，我们考虑了大量的访谈资料，即教师对自己实践的叙述，因此本文采用了叙述的方法。根据以下三个阶段，通过对访谈数据的解读，探讨了她的单元学习实践知识的形成与转化。在第一阶段，我们从生活史的角度，展示了表征其教学实践的基本范畴，解释了其实践知识的形成过程。在第二阶段，我们以她组织单元学习活动的教学实践为重点，展示了一些具有特征的类别，解释了她的单元学习实践知识是如何形成的。在第三阶段，检查她的“课程经验”，在那里她制定了一个特定的单元计划，并将其付诸实践，我们解释了她的实践知识的单元学习是如何转变。

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.