どのように現職教師から教師教育者へ移行するのか : 連続的・漸次的に移行した教師教育者に注目して

学校教育実践学研究 26 巻 87-94 頁 2020-03-20 発行
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タイトル ( jpn )
どのように現職教師から教師教育者へ移行するのか : 連続的・漸次的に移行した教師教育者に注目して
タイトル ( eng )
How do Japanese teachers become teacher educators in higher education?
作成者
大坂 遊
収録物名
学校教育実践学研究
Hiroshima journal of school education
26
開始ページ 87
終了ページ 94
収録物識別子
[ISSN] 1341-111X
[NCID] AN10491493
抄録
This article examines the challenges new teacher educators who newly entered the univcrstity face in establishing their identities and how to deal with those challenges. The data collected for whole study to analyze the tensions arising for ten teacher educators in their experience as teacher educators and this paper particularly focused on the two of them who showed smaller gap between teacher and teacher educators. This is because they would have a potential to provide the important suggestions for the support toward new teacher educators. We focused on the data from before they became teacher teachers, not only after they became teacher teachers as Lortie (1975) argued the “Apprenticeship of observation”, namely, education for teacher educators has already begun since they were the pre-service teachers. The findings of the study show that, the interviewee faced challenges about their three new roles, teachers of teachers, researchers and curriculum developers to establish their new professional identities. To tackle these challenges, they employed the professional network and communities which they had already participated in. From these findings, we suggested that meeting both of the challenges new teacher educators requires the third space which are placed between university and schools.
著者キーワード
teacher educator
identity
teacher education
transition from teacher to teacher educators
言語
日本語
資源タイプ 紀要論文
出版者
広島大学大学院教育学研究科附属教育実践総合センター
発行日 2020-03-20
出版タイプ Version of Record(出版社版。早期公開を含む)
アクセス権 オープンアクセス
収録物識別子
[ISSN] 1341-111X
[NCID] AN10491493