The Case Study of Teacher's Beliefs in Teaching Action: Focus on the Episodic Narrative of a Teacher in Elementary School

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  • 授業行為に表出する「教師の信念」に関する事例研究 : ある小学校教師の挿話的語りに着目して
  • ジュギョウ コウイ ニ ヒョウシュツ スル キョウシ ノ シンネン ニ カンスル ジレイ ケンキュウ アル ショウガッコウ キョウシ ノ ソウワテキ カタリ ニ チャクモク シテ

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In this paper, the author presents the results of his investigation on teacher's beliefs and teaching action including a case study of a teacher in elementary school. This study aims to determine the relation between teacher's beliefs and professional development. A review of research articles on teacher's beliefs in America and Japan was done and showed that most researchers suggest that teacher's belief determines teaching action but little attention is given to study of the structure of this belief. Thus, the author focused on teacher's belief that determines teaching action clearly defining teacher's beliefs and using this definition as guidelines in observing teaching action clearly defining teacher's beliefs and using this definition as guidelines in observing teaching action in an elementary school. From the article review and case study, the author realized three important points as follow: 1. A teacher that does educational practices has an acceptable view of her/his lessons. 2. A teacher that does educational practices has an effective view of his/her pupils. 3. A teacher that does educational practices has a positive view of the teaching profession. The author further emphasized the significance of professional development and opined that it is necessary to think not only of the procedure and skill in educational action but also teacher's beliefs to promote professional development. Finally, he also presented two problems in the case study, namely, the opportunity for the formation of teacher's beliefs; and the precise demonstration of teacher's beliefs in many case studies.

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