教育課程経営の継続的更新における教師の信念の形成要因に関する事例研究--エスノグラフィーに基づくライフヒストリー分析を中心に  [in Japanese] The Case Study of Teacher's Beliefs on the Continual Renewal in Curriculum Management : Focused on Life History based on the Ethnography  [in Japanese]

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Abstract

This paper is based on the participant observation and interviews with an elementary school teacher and tries to clarify factors of teacher's beliefs on the continual renewal in curriculum management. According to research materials, factors of teacher's beliefs on the continual renewal are as follow; 1. They are latently influenced by their families from early childhood. 2. They will meet with teachers as significant others in their self-formation. 3. They will work with excellent colleague in their schools. 4. They will meet with pupils through their own teaching practice. 5. They are greatly influenced by an good education climate in community. Secondly.the fundamental suggestion to continual renewal in curriculum management are as follow; 1 . To form teacher's beliefs is greatly influenced by self-image of school teacher in early childhood. 2. To form teacher's beliefs is essential to be conscious of self-confidence and a feeling of self-esteem as teacher in their schools. 3. To form teacher's beliefs is essential to complete the in-service teacher training by means of daily teaching practice. Finally, The Study on factors of teacher's beliefs through life history based on ethnography can bring out essential understading of continual renewal in curriculum management.

Journal

  • Memoirs of the Faculty of Education,Toyama University

    Memoirs of the Faculty of Education,Toyama University (57), 141-160, 2003-02

    University of Toyama

Cited by:  2

Codes

  • NII Article ID (NAID)
    110000035588
  • NII NACSIS-CAT ID (NCID)
    AA11321420
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • Journal Type
    大学紀要
  • ISSN
    1344641X
  • NDL Article ID
    6520568
  • NDL Source Classification
    ZV1(一般学術誌--一般学術誌・大学紀要)
  • NDL Call No.
    Z22-405
  • Data Source
    CJPref  NDL  NII-ELS  IR 
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