The theoretical and empirical studies on curriculum development of teacher education to aim at becoming the reflective practitioner as a teaching profession

教师教育课程开发的理论与实证研究，旨在成为教师职业的反思实践者

• 批准号: 14380107
• 负责人: ISOZAKI Tetsuo
• 金额: $ 4.8万
• 依托单位: HIROSHIMA UNIVERSITY
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2002
• 资助国家: 日本
• 起止时间: 2002 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-14380107/
• 关键词: teacher education; reflective practitioner; mentor; mentoring; continuing professional development; teaching practice; 反省的実践家; 知識基礎; 生涯にわたる専門的成長; イギリス; メンターとメタリング; 教師の資質; ライフヒストリー; カリキュラム開発; teacher education; reflective practitioner; mentor; mentoring; continuing professional development; teaching practice; 反省的実践家; 知識基礎; 生涯にわたる専門的成長; イギリス; メンターとメタリング; 教師の資質; ライフヒストリー; カリキュラム開発

The aim and purpose of this research based on theoretical analysis and empirical data is to show some effective points for educating teachers who have knowledge and skills in subject teaching and understanding of children's studies in their subjects. The model of teacher for aiming at this research is based on the reflective practitioner. Some results of this research are followings ;・The reflective practitioner has been regarded as one of the model of professions in the UK and the USA. Some universities which have delivered teacher education programmes in the UK have educated teachers as becoming the reflective practitioner. Those programmes are based on the idea of the continuing professional development. However, it is a fact that the model of reflective practitioner is partly criticized by other models and ideas, e.g. good teacher. These facts will give suggestion that we have to recognize and give a clear definition of the reflective practitioner in developing the teacher education programmes,・The mentoring to student-teacher has been effectively worked by mentors under a good partnership with universities during teaching practice in pre-teacher education in the UK. There are some stages for mentoring by mentors. These facts will give suggestion that the qualitative facet in teaching practice should be emphasized and encouraged, and・Some our Japanese student-teachers' metacognitions of a teaching material have been developed from the view point of a teacher through experiences in teaching practice focusing on observation.With above mentioned and other research results, we suggest about making teacher education programmes that we have to clarify a definition of teaching profession and reflective practitioner, pre-service teacher education should be placed the beginning of continuing professional development and effective mentoring should be done by mentors under the partnership with universities.

基于理论分析和经验数据的这项研究的目的和目的是为教育具有学科教学和对孩子学科研究的知识和技能的教师提供一些有效观点。针对这项研究的教师模型是基于反思性从业者的。这项研究的一些结果是以下； ・反思实践者被认为是英国和美国专业的模型之一。一些在英国提供教师教育课程的大学已教育教师成为反思性的从业者。这些计划基于持续的专业发展的想法。但是，事实是，反思实践者的模型在其他模型和思想（例如好老师。这些事实将提出建议，我们必须认识到并清楚地定义了反思性从业者在制定教师教育计划时，在英国的教学教学教学实践中，导师有效地与学生教师的指导有效地合作。导师有一些指导的阶段。这些事实将提出建议，应强调和鼓励教学实践中的定性方面，并且一些我们的日本学生教师对教学材料的元认知是从老师的角度来开发的，这是从教师的角度来开发的。上面提到的教学实践的经验。在上面提到的上述和其他研究成果，我们建议对教师进行教师的教育和教师的发展，以阐明教师的教育专业人士，并阐明了教学专业人士，并在教学方面进行了教学，并在教学方面进行了教学的练习，以表现出练习，以表现出练习，这是在教学上的练习，这是在教学上提到的。在与大学的伙伴关系下，指导者应进行有效的心理。