著者

岡村 美由規

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.26, pp.64-74, 2017-09-29 (Released:2020-08-04)

参考文献数

16

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Donald Schön’s notions of the reflective practitioner and reflection-in-action have been extensively referred to and have been regarded as important concepts for thinking about professional knowledge and expertise that teachers should acquire in today’s teacher education. Nonetheless, there continues to be conceptual confusion surrounding interpretations of reflection-in-action, and tody it is natural that for those engaged in teacher education take “reflection” and being a “reflective teacher” for granted. Given that a vast amount of educational research and practices is based on Schön’s idea of “reflection”, this word may be becoming a “plastic word”, in Uwe Pörksen’s sense, in that the contents of published papers and suggestions may be outside the range of constructive critiques. In this paper, I construe Schön’s original intention concerning reflection-in-action, by examining his epistemology of practice, which is embedded in theories of philosophy of science and linguistic philosophy. I argue that Schön developed his epistemology of practice through morphological and constructive views concerning situatedness, knowing, and thinking processes, so that we get a better understanding about Schön’s original idea of “reflection-in-action”. This paper suggests that the concept of “reflection” in “reflection-in- action” weaves two meanings together, one of which is a practitioner’s spontaneous response and state towards his/her situation, and the other is the practitioner’s action to think about a subsequent action to take within the same situation. And as“reflection-in-action”arises upon knowing-in-action, it is suggested that being reflective necessitates innovation of his/her knowing-in-action. Such understanding will open our eyes to conventional understandings of “reflective teacher” in research and education practice, and help us to move away from uncriticizable interpretations of “reflection”.

著者

岡村 美由規

出版者

広島大学

雑誌

若手研究(スタートアップ)

巻号頁・発行日

2008

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初等教育の完全普及は、人権としても経済・社会発展の土台としても今日広くその意義が国際社会で認められている一方で、その道程はまだ険しい。そこで本研究は、開発途上国における教育政策の成否のメカニズムとその要因について、ボリビア・チリ・ペルーを対象に、教育関係当事者に注目して、彼らが持つ思想、それに基づく教育政策への活動関与、それを支える行動原理、そして当事者間の相互作用について、当事者の認識というミクロの視点から教育社会学的に明らかにした。