2020 Volume 44 Issue 1 Pages 149-159
This study focused on individual teaching of Jiritsu-Katsudou (a unique instructional field of special needs education schools) for physical movement in special needs schools (physical disability) and aimed to discover what effects proficiency in Dohsa-hou, as used in teaching Jiritsu-katsudou, have on younger teachers’ decision-making. The subjects were six younger teachers, who were divided into two groups according to their proficiency in Dohsa-hou; we analyzed the lesson “teachers’ discussions on divergence” as per its design at the stage of conducting the lesson and their responses to it. The results showed a difference in the presence of countermeasures, and an analysis suggested that differences occur in the decision-making of teachers who change what they teach and how they teach it, according to the state of learners’ physical movements, depending on their proficiency in Dohsa-hou. Case studies have methodological limitations, but given that acquisition and mastery of specific teaching methods affect each step of lesson planning, conduct, and evaluation, this study provides fundamental materials that contribute to the improvement of Jiritsu-Katsudou teaching skills.
