| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2024-04-10 |
| タイトル |
|
|
タイトル |
初年次の教師教育者にとって実践を「発信」することはどのような意味をもつか : 5名の教師教育者による協同的なセルフスタディを通して |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
What Does It Mean for Initial Teacher Educators to “Narrate" Their Practices?: An Exploration through Collaborative Self-Studies by Five Teacher Educators |
|
言語 |
en |
| 作成者 |
川村, 拓也
小泉, 志信
川本, 吉太郎
迫, 有香
大坂, 遊
|
| アクセス権 |
|
|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
initial teacher educator |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
self-study |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
present |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
teacher education practice |
| 内容記述 |
|
|
内容記述 |
In this self-study, five teacher educators, including a trio engaged in a critical friend dynamic, explored the narrating of their teacher education practices during the inaugural year as university-based teacher educators. Two of the teacher educators underwent individual interviews conducted by a critical friend, covering aspects such as background, motivation, methods, and outcomes of their narrating of practices. The interview transcripts were subjected to analysis using the SCAT (Steps for Coding and Theorization) framework, as outlined by Ohtani (2019). While both teacher educators engaged in narrating their practices, distinctions emerged in terms of their intended audiences, modalities, and objectives. One adopted an academic self-study approach, targeting primarily fellow researchers, while the other opted for a weblog format, aiming for broader accessibility, including his own students. Despite these divergences, commonalities surfaced in their shared concerns, conflicts, beliefs, and perceptions of their roles as 'young' teacher educators within university settings, motivating them to disseminate their approaches to teacher education. Motivated in part by apprehensions and uncertainties surrounding their standing within academic communities, both two teacher educators recognized tangible outcomes and benefits stemming from their narrating of practices. |
|
言語 |
en |
| 出版者 |
|
|
出版者 |
広島大学大学院人間社会科学研究科附属教育実践総合センター |
|
言語 |
ja |
| 出版者 |
|
|
出版者 |
Center for School Education Research and Development, Graduate School of Humanities and Social Sciences, Hiroshima University |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| ID登録 |
|
|
ID登録 |
10.15027/55120 |
|
ID登録タイプ |
JaLC |
| 開始ページ |
|
|
開始ページ |
95 |
| 書誌情報 |
ja : 学校教育実践学研究
en : Hiroshima journal of school education
巻 30,
p. 95-108,
ページ数 14,
発行日 2024-03-15
|
| 見出し |
|
|
大見出し |
教師教育・教員養成 |
|
言語 |
ja |
| 見出し |
|
|
大見出し |
Teacher Education and Training |
|
言語 |
en |
| 旧ID |
55120 |
HiroshimaJSchEduc_30_95.pdf (1.6 MB)
