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Formation of Social Studies Teachers’ Practical Knowledge Through Empirical Analysis of Practice Records: Beyond the Methodological Characteristics of Narrative Approaches
https://hiroshima.repo.nii.ac.jp/records/2041131
https://hiroshima.repo.nii.ac.jp/records/204113139fc907d-ee3a-42c7-ab8e-932a8d7df536
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
JSSEA_14_3.pdf (4.8 MB)
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| Item type | デフォルト(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-09-09 | |||||||
| タイトル | ||||||||
| タイトル | Formation of Social Studies Teachers’ Practical Knowledge Through Empirical Analysis of Practice Records: Beyond the Methodological Characteristics of Narrative Approaches | |||||||
| 言語 | en | |||||||
| 作成者 |
URUSHIBATA, Toshiharu
× URUSHIBATA, Toshiharu
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| 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 | |||||||
| 権利情報 | ||||||||
| 言語 | en | |||||||
| 権利情報 | Copyright © 2025 the International Social Studies Association (ISSA) and Japanese Educational Research Association for the Social Studies (JERASS). All rights reserved. No part of this publication may be reproduced, stored, transmitted, in any form, or by any means, without prior written permission from JERASS and ISSA, to whom all requests to reproduce copyright material should be directed, in writing. | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Gatekeeping | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Practical knowledge | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Analysis of practice records | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Fumio Nagaoka | |||||||
| 内容記述 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study aims to determine how social studies teachers form practical knowledge and what methods can be used to describe the development of social studies teachers’ practical knowledge. We considered the case study of Fumio Nagaoka, an elementary school teacher attached to Nara Women’s University in Japan, to analyze the records of his practices. The results revealed that social studies teachers develop practical knowledge by overcoming practical challenges through encounters with children’s learning methods. In addition, the formation of practical knowledge can be described by creating a chronology of the social studies teacher’s personal history from practice records, identifying the situations in which teachers solve practical problems, and capturing the changes in class tendencies before and after these situations, by comparing the lesson structure. This process demonstrates the long-term and autonomous process of curriculum adjustment as social studies teachers become more familiar with learners’ understanding through their daily educational practices. This process has not been described in the traditional narrative approach. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | The International Social Studies Assosiation | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 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 | journal article | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| 書誌情報 |
en : The Journal of Social Studies Education in Asia 巻 14, p. 3-31, ページ数 29, 発行日 2025-03-31 |
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| 見出し | ||||||||
| 大見出し | SPECIAL ISSUE: Teacher Education and Social Studies | |||||||
| 言語 | ja | |||||||
| 見出し | ||||||||
| 大見出し | SPECIAL ISSUE: Teacher Education and Social Studies | |||||||
| 言語 | en | |||||||
