- 著者
- 佐藤 学 岩川 直樹 秋田 喜代美
- 出版者
- 東京大学
- 雑誌
- 東京大学教育学部紀要 (ISSN:04957849)
- 巻号頁・発行日
- vol.30, pp.177-198, 1991-03-30
- 被引用文献数
- 18
It is well known that expert teachers form and use elaborate practical knowledge and thinking styles in their teaching. This paper illuminates five expert teachers' and five novice teachers' practical thinking in on-line (thinking aloud) and off-line (writing report) monitoring. Through comparing the experts' thought processes with novices, our research comes to a conclusion that the practical thinking styles of expert teachers are characterized as the following five features: (1) impromptu thinking in teaching, (2) active, sensitive and deliberative involvement in an ill-structured situation, (3) multiple view points to probe and to detect a practical problem, (4) contextualized thinking in pedagogical reasoning, and (5) problem framing and reframing strategy in a context. The result offers several implications for rethinking the concept of teaching expertise.
2 0 0 0 IR 教師の実践的思考様式に関する研究-2-思考過程の質的検討を中心に
- 著者
- 佐藤 学 秋田 喜代美 岩川 直樹 吉村 敏之
- 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.31, pp.p183-200, 1991
- 被引用文献数
- 6
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1 0 0 0 OA 教師の授業に関する実践的知識の成長 : 熟練教師と初任教師の比較検討
- 著者
- 秋田 喜代美 佐藤 学 岩川 直樹
- 出版者
- 一般社団法人 日本発達心理学会
- 雑誌
- 発達心理学研究 (ISSN:09159029)
- 巻号頁・発行日
- vol.2, no.2, pp.88-98, 1991-09-20 (Released:2017-07-13)
- 被引用文献数
- 16
Interest in carrer development of the professionals from a life-span perspective is on the increase. This study examined the growth of teachers' practical knowledge, focusing on their cognitive processes in an instruction situation. Five experienced and five novice teachers were asked to watch a video-tape of a teaching session and to comment on whatever topics that come to the mind (i.e.think-aloud method). Examining the protocols of these teachers, one common feature and four differences were found : (1) Both the novice and the experienced teachers attended to and commented on the instructor's questionings to the students. (2) Expert teachers were able to identify more cues from the viewing than the novice teachers. (3) Expert teachers not only commented on their impressions about the cues, but also made more inferences promptly. (4) The contents of inferences were concerned with the students' comprehension, with the adequacy of response to the students, and with the perspectives of the development of the instruction session. (5) The expert teachers evaluated students' speeches not only in terms of the correctness of the contents, but also the adequacy and relevancy in relation to the other previous speeches and behaviors during the lesson. These results suggest that experts teachers were able to make use of their practical knowledge more flexibly, according to situation.
1 0 0 0 OA 自己形成、他者承認、承認文化の形成<教育科学>
- 著者
- 中村 麻由子 岩川 直樹
- 出版者
- 埼玉大学教育学部
- 雑誌
- 埼玉大学紀要. 教育学部 = Journal of Saitama University. Faculty of Education (ISSN:18815146)
- 巻号頁・発行日
- vol.59, no.1, pp.67-80, 2010
1 0 0 0 OA <ふれる>ということ : 根源的差異化の出来事<教育科学>
- 著者
- 岩川 直樹
- 出版者
- 埼玉大学教育学部
- 雑誌
- 埼玉大学紀要. 教育学部 = Journal of Saitama University. Faculty of Education (ISSN:18815146)
- 巻号頁・発行日
- vol.56, no.2, pp.37-47, 2007
- 著者
- 佐藤 学 岩川 直樹 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
- vol.30, pp.177-198, 1991-03-30
It is well known that expert teachers form and use elaborate practical knowledge and thinking styles in their teaching. This paper illuminates five expert teachers' and five novice teachers' practical thinking in on-line (thinking aloud) and off-line (writing report) monitoring. Through comparing the experts' thought processes with novices, our research comes to a conclusion that the practical thinking styles of expert teachers are characterized as the following five features: (1) impromptu thinking in teaching, (2) active, sensitive and deliberative involvement in an ill-structured situation, (3) multiple view points to probe and to detect a practical problem, (4) contextualized thinking in pedagogical reasoning, and (5) problem framing and reframing strategy in a context. The result offers several implications for rethinking the concept of teaching expertise.
1 0 0 0 OA 公害教育運動の再審;歴史・比較・発展
- 著者
- 安藤 聡彦 古里 貴士 平塚 眞樹 高橋 正弘 小栗 有子 関 啓子 宮北 隆志 境野 健兒 土井 妙子 高田 研 岩川 直樹 原子 栄一郎 石井 秀樹 片岡 洋子 広瀬 健一郎 小寺 隆幸
- 出版者
- 埼玉大学
- 雑誌
- 基盤研究(B)
- 巻号頁・発行日
- 2012-04-01
本研究では、①1960年代以降世界各国において教育の「環境化」過程が生じてきたが、日本の公害教育運動は他国の社会批判的な環境教育運動と比較して、教育の目的・内容及び担い手の面でユニークであること、②チェルノブイリ原発事故後ベラルーシ共和国では放射線生態学教育が組織的に取り組まれ、日本でも福島原発事故後放射線教育が活発だが、公害教育運動の経験をふまえたアプローチも求められること、③ベラルーシ共和国において見られるリハビリ健康増進施設が日本においても有効であり、そのために公害教育研究の対象の拡大が求められること、④公害教育論の社会批判的アプローチの批判的再構築が求められること、が明らかとなった。