Case Study on the Effects of a Teacher Education Program: Focusing on the Teachers’ Beliefs in Argument Instruction

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  • アーギュメント教師教育プログラムが教師に与えた影響に関する事例的研究：アーギュメントに対する教師の信念に着目して
  • アーギュメント キョウシ キョウイク プログラム ガ キョウシ ニ アタエタ エイキョウ ニ カンスル ジレイテキ ケンキュウ : アーギュメント ニ タイスル キョウシ ノ シンネン ニ チャクモク シテ

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Abstract

<p>It has been indicated that, in argument instruction, teachers’ beliefs have a strong impact on argumenta, and Katsh-Singer, McNeill, and Loper (2016) have categorized these beliefs into seven categories. Based on these findings, this case study offers an analysis of an in-service teacher’s beliefs in terms of argument-construction ability trainingwhile demonstrating the impact of the teacher education program (Kamiyama, Matano, & Yamamoto, 2017) on the teacher’s beliefs. The subject of this study is comprised of one person, M, a teacher specializing in science at an elementary school attached to a national university. M has 12 years of experience teaching at an elementary school), and no experience teaching argument construction in class. The implementation of the teacher education program was based on the work of Kamiyama, Matano, and Yamamoto (2017), and after the course finished, M completed a questionnaire survey and was interviewed. The results revealed that: 1) the logical characteristics of the arguments focused on the argument component experienced during the program, 2) the students’ ability and enthusiasm were required for the explanation focusing on argument component activities during the program for it to be effective, and 3) the actual activity of planning and implementing lessons in the program did indeed impact the teacher’s own beliefs. </p>

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