著者

島田 希

出版者

信州大学教育学部附属教育実践総合センター

雑誌

教育実践研究 (ISSN:13458868)

巻号頁・発行日

no.10, pp.11-20, 2009-12

被引用文献数

1

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This paper reviewsthe studies on teachers'1earmlgand development fromtheperspectives of teachers'knowledge acquisition. Traditional studies focused on what teachers need toknow In contrastthe recent studies focused on what teachersknowand showedthe characterisdcs of teachers' knowledge. Throughthe story, the narrative,and the discourse approaches, these studies showthat teachers'pracdcal knowledge is closely related totheir personal experiences and belief. However, little wasknoⅥm aboutthe methodswithwhich teachers formtheirknowledge. Therefore,this paper er reviewsthe studies onthe concrete methodsthat teachers have used in leaming, The findings showthat narrative approach whichincludes storytelling is effective for teachers'reflecdon and leam1ng, Exnilling teacherknowledge acqdsition and growth)mthe perspective of collaborative learn1ng Withother teachers is recommended for future research.