教師の知識と思考に関する研究動向 Review of the Studies on Teachers' Knowledge and Cognition

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Recently many researchers began to research on teachers' cognition in the classroom. This paper reviews these studies under three topics as follows : (1) studies on decision-making processes, (2) studies on nature of knowledge for teaching, (3) studies on formation of the knowledge. First, as for research on decision-making processes, an elaborated model was developed and the differences between experts and novices about perceptions of events in classrooms and about inferences and decisions have been demonstrated. The more researches are needed about the inferences on students' learning of specific substances. Second, as for the nature of knowledge, context specificity and personal propensity of the knowledge are demonstrated from the studies about content of knowledge, representation of knowledge, and beliefs. Third, on the formation of knowledge, researches into reflection on teaching and mentoring processes have been focused and progressed. Finally, careful selections for research methods and necessity of original studies in Japan are pointed.

Recently many researchers began to research on teachers' cognition in the classroom. This paper reviews these studies under three topics as follows : (1) studies on decision-making processes, (2) studies on nature of knowledge for teaching, (3) studies on formation of the knowledge. First, as for research on decision-making processes, an elaborated model was developed and the differences between experts and novices about perceptions of events in classrooms and about inferences and decisions have been demonstrated. The more researches are needed about the inferences on students' learning of specific substances. Second, as for the nature of knowledge, context specificity and personal propensity of the knowledge are demonstrated from the studies about content of knowledge, representation of knowledge, and beliefs. Third, on the formation of knowledge, researches into reflection on teaching and mentoring processes have been focused and progressed. Finally, careful selections for research methods and necessity of original studies in Japan are pointed.

収録刊行物

  • 東京大学教育学部紀要

    東京大学教育学部紀要 32, 221-232, 1993-03-30

    東京大学

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各種コード

  • NII論文ID(NAID)
    110000197653
  • NII書誌ID(NCID)
    AN00162021
  • 本文言語コード
    ENG
  • 資料種別
    Departmental Bulletin Paper
  • 雑誌種別
    大学紀要
  • ISSN
    04957849
  • NDL 記事登録ID
    3530154
  • NDL 刊行物分類
    F67(学校教育--教職員)
  • NDL 雑誌分類
    ZF1(教育)
  • NDL 請求記号
    Z7-315
  • データ提供元
    CJP引用  NDL  NII-ELS  IR 
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