2004 Volume 5.6 Pages 13-23
Researchers on teaching have recently become concerned with understanding teaching from teachers' perspective and exploring the meanings of teachers' experiences in teaching. In those researches, they focus on teachers' practical knowledge. Practical knowledge has an aspect of the identity as a teacher, and it is regarded as an important research task to center on the identity in inquiring into practical knowledge. In this paper, we show the result of a case study, where we inquire into a high school teacher's practical knowledge of Japanese teaching centering on the identity. Defining identity as the process of integrating two different self-images, we clarify that the aspect of the identity in his practical knowledge has three phases, namely, harmonious integration over teaching, passive integration over the teacher-student relationship, and contradictory integration over the teacher role, and that the emergence of those three phases are fundamentally predicated on his practical theme.
