教師の実践的思考様式に関する研究(1) : 熟練教師と初任教師のモニタリングの比較を中心に Partical Thinking Styles of Teachers: Comparing Experts' Monitoring Processes with Novices

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It is well known that expert teachers form and use elaborate practical knowledge and thinking styles in their teaching. This paper illuminates five expert teachers' and five novice teachers' practical thinking in on-line (thinking aloud) and off-line (writing report) monitoring. Through comparing the experts' thought processes with novices, our research comes to a conclusion that the practical thinking styles of expert teachers are characterized as the following five features: (1) impromptu thinking in teaching, (2) active, sensitive and deliberative involvement in an ill-structured situation, (3) multiple view points to probe and to detect a practical problem, (4) contextualized thinking in pedagogical reasoning, and (5) problem framing and reframing strategy in a context. The result offers several implications for rethinking the concept of teaching expertise.

It is well known that expert teachers form and use elaborate practical knowledge and thinking styles in their teaching. This paper illuminates five expert teachers' and five novice teachers' practical thinking in on-line (thinking aloud) and off-line (writing report) monitoring. Through comparing the experts' thought processes with novices, our research comes to a conclusion that the practical thinking styles of expert teachers are characterized as the following five features: (1) impromptu thinking in teaching, (2) active, sensitive and deliberative involvement in an ill-structured situation, (3) multiple view points to probe and to detect a practical problem, (4) contextualized thinking in pedagogical reasoning, and (5) problem framing and reframing strategy in a context. The result offers several implications for rethinking the concept of teaching expertise.

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 30, 177-198, 1991-03-30

    東京大学

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各種コード

  • NII論文ID(NAID)
    110000197584
  • 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
    3410198
  • 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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