A Study on the Effectiveness of Team-Teaching for Growth of Teacher's Abilities

团队教学对教师能力成长的有效性研究

• 批准号: 07680230
• 负责人: MURAKAWA Masahiro
• 金额: $ 1.34万
• 依托单位: Naruto University of Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 1995
• 资助国家: 日本
• 起止时间: 1995 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07680230/
• 关键词: Team-teaching; Teacher's Abilities; Research on Teaching; Teacher Education; Life Environmental Studies; 教師の力量; カリキュラム開発; 教員の社会化; Team-teaching; Teacher's Abilities; Research on Teaching; Teacher Education; Life Environmental Studies; 教師の力量; カリキュラム開発; 教員の社会化

It is necessary that each elementary school developes the original curriculUm for Life Environmental Studies to meet the realities of their pupils and circumstances. The final purpose of this research is to make clear the effectiveness for mutual study and growth of teacher's abilities by team-teaching.The main results are as follows.(1) Most of elementary school teachers development school curriculum of Life Environmental Studies by team-teaching learn mutually new viewpoints, knowledges and skills in the problem-solving processes. Specially they learn mutually the abilities to find out the problems in their daily practices, make use of many means in the concrete problem-solving situations, understand the another concrete cases or the theories and think concrete methods to solve and practice them.(2) Two teachers were transferred to an elementary school that developes the original curriculum for Life Environmental Studies. They understood the original curriculum, practice it by team-teaching. But thier processes to understand-practice and their effectiveness to the curriculum itself were different.(3) We developed the framework that teachers group teaching different subjects can researh cooperatively on thier teaching and learn mutually new viewpoints, knowledges and skills at junior-high school.(4) We observed team-teaching classes by expert teacher and third year teacher, and interviewed them for half year. It is necessary for young teacher to make independently unit and lesson plans, discuss them with another teacher, and practice them in order to learn many things at concrete situations.

每所小学都必须开发原始的生活课程，以满足其学生和环境的现实。这项研究的最终目的是通过团队教学来清楚地阐明教师能力的共同研究和成长的有效性。（1）大多数小学教师发展学校教学学校的生活环境研究课程，通过学习团队教学学习相互的新观点，知识，知识和解决问题的过程的知识和技能。特别是，他们相互学习了在日常实践中找出问题的能力，在具体的问题解决情况下利用许多手段，了解另一种具体案例或理论，并考虑解决和实践的具体方法。他们了解原始课程，通过团队教学进行练习。但是，以理解实践及其对课程本身的有效性的过程不同。（3）我们开发了一个框架，教师小组教学不同的科目可以合作地进行教学和学习新的观点，初中学校的知识和技能。（4）我们观察到由专家教师和三年级教师的团队教学班级，并为他们提供了半年的教师，并接受了半年的面试。年轻的老师有必要独立单位和课程计划，与另一位老师讨论他们，并练习它们，以便在具体情况下学习许多东西。