The Bulletin of Japanese Curriculum Research and Development
Online ISSN : 2424-1784
Print ISSN : 0288-0334
ISSN-L : 0288-0334
Speech Protocol Analysis during Classroom Sessions and Reflection of Elementary School Math Teachers Based on the PCK Model
Tomohiko YASUMORI
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2018 Volume 41 Issue 1 Pages 59-71

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Abstract

This study aims to investigate the three sides (knowledge about contents of training material, children, and educational method) of elementary school teachers’ pedagogical content knowledge (PCK) and to acquire the insight to support teacher’s masterization. The participants in this study were three elementary school math teachers with varying years of experience. The research methods were as follows: (1) They were interviewed while watching a video clip of a math class in progress. (2) They answered the questionnaire on “class image, teacher image, and child image” studied by Mishima (2007). The major findings were as follows: (1) The teachers with 5 years and 13 years of teaching experience responded with more teacher-centered content, while the teacher with 22 years of teaching experience responded with more learner-centered content. (2) The teachers with 5 and 13 years of teaching experience felt that children were non-creative and did not trust children, while the teacher with 22 years of teaching experience had higher trust in children. This study has developed the matrix with which teacher’s masterization is supported based on these insights.

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© 2018 Japan Curriculum Research and Development Association
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