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教師の「実践的知恵」の形成と継承 : 探究型授業に注目して
https://doi.org/10.14988/0002000406
https://doi.org/10.14988/0002000406bdefca57-66af-4c2b-93b6-a06bc08558b7
名前 / ファイル | ライセンス | アクション |
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063000010001.pdf (1.0 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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公開日 | 2024-05-09 | |||||||||||
タイトル | ||||||||||||
言語 | ja | |||||||||||
タイトル | 教師の「実践的知恵」の形成と継承 : 探究型授業に注目して | |||||||||||
タイトル | ||||||||||||
言語 | ja-Kana | |||||||||||
タイトル | キョウシ ノ ジッセンテキ チエ ノ ケイセイ ト ケイショウ : タンキュウガタ ジュギョウ ニ チュウモク シテ | |||||||||||
タイトル | ||||||||||||
言語 | en | |||||||||||
タイトル | Exploring the structure for developing practical wisdom | |||||||||||
言語 | ||||||||||||
言語 | jpn | |||||||||||
キーワード | ||||||||||||
主題 | 探究型授業, 実践的知恵, 文化学習, 教師 inquiry-based learning, practical wisdom, cultural learning, teacher |
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資源タイプ | ||||||||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||
資源タイプ | departmental bulletin paper | |||||||||||
ID登録 | ||||||||||||
ID登録 | 10.14988/0002000406 | |||||||||||
ID登録タイプ | JaLC | |||||||||||
アクセス権 | ||||||||||||
アクセス権 | open access | |||||||||||
アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||
その他(別言語等)のタイトル | ||||||||||||
その他のタイトル | 教師の実践的知恵の形成と継承 : 探究型授業に注目して | |||||||||||
言語 | ja | |||||||||||
著者 |
羽野, ゆつ子
× 羽野, ゆつ子
WEKO
21306
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著者所属 | ||||||||||||
ja | ||||||||||||
大阪成蹊大学教授 | ||||||||||||
抄録 | ||||||||||||
内容記述タイプ | Abstract | |||||||||||
内容記述 | 本研究は,探究型授業を実践する教師に「実践的知恵」が求められることを考察し,その形成と継承の仕組みを解明して教師教育につなぐことを目指す基礎研究である。学習主体の育成を目指す探究型授業が注目される背景には,近代教育の主体に対する批判的超克という教育学の課題が通底しており,その実践化に向けて,職業人として主体化していく教師のあり方と育成を問うことが教師教育の重要な研究課題となることを考察した。我が国において省察が教師教育の理念的柱となってきたが,本論文では,教師のあり方として,省察と熟考を基盤とする「実践的知恵を備えた教師」(佐藤,1993)に注目した。また,日本の総合学習の歴史をふまえ,探究型授業実践を文化と捉え,「実践的知恵」が実践の模倣と教示という関係的側面を含んだ文化学習(Tomasello, 1999)によって育成される可能性を検討した。それをふまえて,教師の養成から現職教育を連続的に捉える教師の学習モデルを提案した。 | |||||||||||
言語 | ja | |||||||||||
抄録 | ||||||||||||
内容記述タイプ | Abstract | |||||||||||
内容記述 | This foundational research aims to enhance the development of teaching methods imbued with practical wisdom necessary for educators. In Japan, inquiry-based learning is currently garnering significant attention for fostering student agency, leading to a growing interest in enhancing teachers’ capabilities to support such innovative methods. In this context, I revisit Sato (1993) and assess the extent to which his argument for the practical wisdom of professional teachers remains pertinent today. I argue that a reflective and deliberative approach, such as the one articulated by Sato (1993), continues to be highly relevant. Furthermore, I discuss “integrated study” (sougou gakushu) as a form of inquiry-based learning in the Japanese cultural context, suggesting that practical wisdom can potentially be acquired through cultural learning (Tomasello, 1999). Concluding the analysis grounded in theories of expertise and cultural learning, we present a model for teacher learning that facilitates the sharing of practical wisdom in teaching. | |||||||||||
言語 | en | |||||||||||
内容記述 | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | 原著論文(Original Article) | |||||||||||
言語 | ja | |||||||||||
書誌情報 |
ja : 同志社教師教育研究 en : Doshisha teacher education research 号 1, p. 1-10, 発行日 2024-02-25 |
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出版者 | ||||||||||||
言語 | ja | |||||||||||
出版者 | 「同志社教師教育研究」編集委員会 | |||||||||||
ISSN | ||||||||||||
収録物識別子タイプ | PISSN | |||||||||||
収録物識別子 | 27591794 | |||||||||||
書誌レコードID | ||||||||||||
収録物識別子タイプ | NCID | |||||||||||
収録物識別子 | AB00031073 | |||||||||||
権利者情報 | ||||||||||||
権利者名 | 「同志社教師教育研究」編集委員会 | |||||||||||
言語 | ja | |||||||||||
関連サイト | ||||||||||||
関連タイプ | isFormatOf | |||||||||||
識別子タイプ | URI | |||||||||||
関連識別子 | https://doors.doshisha.ac.jp/opac/opac_link/bibid/SB12918500/?lang=0 | |||||||||||
言語 | ja | |||||||||||
関連名称 | 掲載刊行物所蔵情報へのリンク / Link to Contents | |||||||||||
フォーマット | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | application/pdf | |||||||||||
出版タイプ | ||||||||||||
出版タイプ | VoR | |||||||||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
日本十進分類法 | ||||||||||||
主題 | 374.3 |