著者

秋田 喜代美

出版者

東京大学教育学部

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

no.32, pp.p221-232, 1992

被引用文献数

2

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Recently many researchers began to research on teachers' cognition in the classroom. This paper reviews these studies under three topics as follows : (1) studies on decision-making processes, (2) studies on nature of knowledge for teaching, (3) studies on formation of the knowledge. First, as for research on decision-making processes, an elaborated model was developed and the differences between experts and novices about perceptions of events in classrooms and about inferences and decisions have been demonstrated. The more researches are needed about the inferences on students' learning of specific substances. Second, as for the nature of knowledge, context specificity and personal propensity of the knowledge are demonstrated from the studies about content of knowledge, representation of knowledge, and beliefs. Third, on the formation of knowledge, researches into reflection on teaching and mentoring processes have been focused and progressed. Finally, careful selections for research methods and necessity of original studies in Japan are pointed.