How do Beginning Teachers Alter their own "Frame of Reference" ?

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  • 初任期教育のフレームの変容
  • 初任期教員のフレームの変容
  • ハツ ニンキ キョウイン ノ フレーム ノ ヘンヨウ

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Abstract

We are concerned with collaborative learning action-research. Here, I deal with a kind of action-research, "frame of reference analysis" which I define as an individual base of behavior that is decided by one's life story. The purpose of this paper is to examine which collaborative learning action-research can be applied to beginning teachers. First, I discuss characteristics of collaborative learning action-research by considering previous research. Secondly, we carried out action-research, and analyzed the process of two beginning teachers alter their own frames. The result of analysis shows that they taught along with their own frame of reference, accept another one, reflect on their own one, and then create a new one. Finally, as a result of the research, we may, therefore, reasonably conclude that collaborative learning action-research is effective for practice teaching. There remains a question whether two teachers conducted frame-experiment properly. We must examine how teachers conduct frame-experiments in the future.

Journal

  • kokugokakyouiku

    kokugokakyouiku 72 (0), 33-40, 2012

    Japanese Teaching Society of Japan

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