「探究としての教育実践」観における教師の知識・意思決定過程・学習過程の関係

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  • Teachers' knowledge, decision-making process and learning process in the view of “teaching as inquiry” as the framework of teacher assessment:
  • 「探究としての教育実践」観における教師の知識・意思決定過程・学習過程の関係 : グレイス・グラントにおけるPCK研究から「ポートフォリオの問い」論への展開に焦点を当てて
  • 「 タンキュウ ト シテ ノ キョウイク ジッセン 」 ミ ニ オケル キョウシ ノ チシキ ・ イシ ケッテイ カテイ ・ ガクシュウ カテイ ノ カンケイ : グレイス ・ グラント ニ オケル PCK ケンキュウ カラ 「 ポートフォリオ ノ トイ 」 ロン エ ノ テンカイ ニ ショウテン オ アテテ
  • Focusing on the development of Grace E. Grant's Study on PCK and “Portfolio Question”
  • ―グレイス・グラントにおけるPCK研究から「ポートフォリオの問い」論への展開に焦点を当てて―

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<p>  This paper aims to examine the relationship of Teachers' knowledge, decision-making process and learning process in the view of “teaching as inquiry” as the framework of teacher assessment, focusing on the development of Grace E. Grant's study on PCK and “Portfolio Question”.</p><p>  Grant insists that teachers' portfolio is framed by the self-designed question that can form the text for interpretation. Question-making itself is an interpretative framing of pedagogical issue and represents the cognitive shaping of meaning found in classroom events. So question-answer-question inquiry cycle is very important to deepen teachers' understanding of teaching. And Slight changes in the wording of a question may reflect significant leaps in understanding. But when teachers realize the limitation of the first designed question, the 'meta-question' is designed and the new inquiry is started. So the sequence of question records teachers' understanding of many aspects of teaching. According to this view of teaching, “teaching as inquiry”, teachers' knowledge, decision-making and learning process are closely connected.</p>

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