著者

髙野 貴大

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.27, pp.98-108, 2018-09-29 (Released:2020-07-06)

参考文献数

34

---

Since the 1990s, the theory of “reflective practitioner” by Schön, D. A. has been widely recognized in Japan as the contemporary theory of teaching profession. However, as teacher education reform concurrently ongoing emphasized the implementation of immediate practical skills, there was not much space for interpreting the concept of teachers’ “reflection”. It was particularly so since Schön’s “reflective practitioner” theory was primarily to show how professionals think in action. Therefore, by simply revealing Schön’s arguments, it is difficult to examine the application of the concept of “reflection” in the contemporary theory of teaching profession.   This study aims to reconsider the concept of “reflection” in the contemporary theory of teaching profession in Japan, using the lens of “reflective teaching” presented by Zeichner, K. and Liston, D. in 1980s to 1990s. They doubted the simple application of Schön’s theory to a theory of teaching profession and developed the concept of “reflective teaching,” explaining the characteristic of teaching profession based on their own empirical research. The core of their “reflective teaching” concept is that the teaching profession is practiced on the basis of “problem setting” in an uncertain situation, all the while grasping their own role as “social actors” based on “moral deliberation”. “Moral deliberation” consists of the two points, “ethic of virtue” and “ethic of duty”. They argued that expertise in the teaching profession means that decision making should be based on the social condition of schooling and by caring and compassion for their students at the same time. They positioned the concept of “reflection” as the key concept in the theory of teaching profession. For that purpose, they emphasized dealing with both clinical experience and academic skills in a teacher training program for building a “foundation” of teaching.   Their concept of “reflective teaching” highlights the professionalism in the teaching profession in the light of it having a public mission. In order to respond to the problems of diverse schooling in recent years, the essential requirement of the teachers’ “reflection” concept is that the teachers are to position themselves as not symptomatic treatment workers but “social actors” based on “moral deliberation”.