Investigating the Collaborative Reflection : The Case of “Contextualizing Self in Society”at Waseda University

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  • 複数クラス開講科目の授業リフレクション ： 早稲田大学「体験の言語化」を事例として
  • フクスウ クラス カイコウ カモク ノ ジュギョウ リフレクション : ワセダ ダイガク 「 タイケン ノ ゲンゴカ 」 オ ジレイ ト シテ

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This study focuses on the class “Contextualizing Self in Society,” provided as six lectures at Waseda University. This paper aims toinvestigate how these lectures reflect collaboratively on theirteaching practices. We analyzed reflection sessions from July 2015and February 2016. The framework of teachers’ reflections consistedof students’ learning (contexts/contents) and results (success/failure).Our results showed that collaborative reflection fostered sharedunderstanding of practice and of students’ learning. The challenges tostudent performance that they shared concerned how students maketheir own narratives, how they thought about social problems withtheir own authorship, and what teachers could do when studentsencountered difficulties. Although we did not find a final solution, wecould agree on what the problems were and come up with trialsolutions. The most effective measure for practice improvement is toconvert tacit knowledge with common understandings. The resultsalso showed that relating concrete student performance to the classcontext enabled deep class reflection. We concluded that collaborativereflection can improve the classroom experience for lectures.

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