著者

増田 美奈

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.51, pp.341-349, 2012-03-10

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The purpose of this paper is to present a theoretical framework for case studies about teachers'moral judgment in teaching. Through consideration of studies on teachers'moral perception, teachers'teaching style, and teachers'pedagogical judgment, the following three points were abstracted as important viewpoints to grasp teachers'moral judgment in teaching. The first one is to focus on teachers'teaching style which is consistently presented in various expressions in teaching. The second is to focus on both of judgment in a one-time-only situation and the teaching style as a formed habit. The third is to grasp characteristics of teachers'moral judgment in one phase of teaching in such three temporal contexts, as 1) judgment in the teaching, 2) judgment in the development of the class and children since April, and 3) judgment in teachers'teaching career. In conclusion, this paper suggests that in order to explore teachers'moral judgment in teaching, case studies should be conducted with the theoretical framework in this paper.