授業研究における教師と研究者の相互作用のリアリティ

抄録

This article describes the reality of interaction among teachers and researchers in the process of lesson study. For this purpose, we used a project of learning sciences as a research field and selected teachers (the main teacher and surrounding teachers) and researchers as research participants. We first collected and analyzed process data of two cases of lesson study such as teachers' lesson plans, learning materials, reflection notes, participants' comments on them, and their observation of the lesson. We also conducted a retrospective interview of the main teacher and one of the participating researchers to yield narrative data. The analyses showed that the main teacher did not accept the opinions of the researchers directly nor instantly. However, he changed his view in the whole process of lesson study especially when he noticed the reality of students' learning as he wrote the teachers' reflection note which was designed by the researchers to foster teachers' learning. The researcher also learned from the process by proposing his own hypotheses of how students would learn in that lesson, responding to ideas of the main teacher, and verifying the hypotheses based on the evidence of students' learning.