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

Access this Article

Search this Article

Author(s)

Abstract

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.

Journal

  • Bulletin of the Faculty of Education,the University of Tokyo

    Bulletin of the Faculty of Education,the University of Tokyo (32), p221-232, 1992

    The University of Tokyo

Cited by:  2

Codes

  • NII Article ID (NAID)
    110000197653
  • NII NACSIS-CAT ID (NCID)
    AN00162021
  • Text Lang
    JPN
  • Article Type
    Journal Article
  • Journal Type
    大学紀要
  • ISSN
    04957849
  • NDL Article ID
    3530154
  • NDL Source Classification
    F67(学校教育--教職員)
  • NDL Source Classification
    ZF1(教育)
  • NDL Call No.
    Z7-315
  • Data Source
    CJPref  NDL  NII-ELS  IR 
Page Top