Abstract
The purpose of this study was to confirm how many oral contributions and their type of content provide opportunities for participants to learn at a colloquium after a research lesson as school training at C Elementary School in B city, A prefecture on July 14th, 2014.
The research was conducted by first dividing the conversation at the colloquium into the comments from different speakers. Then, each comment was divided into statements that made sense. Furthermore, each oral contribution was classified into six categories on the basis of “utterance classification category on the representation of practice”(Sakamoto, 2013): ① “Representation of the target class”, ② “Inference”, ③ “Representation of problems”, ④ “Assumption of possibilities”, ⑤ “Alternatives”, and ⑥ “Others”. Then, a comparison was made of the number of each of the six categories among the practitioner, observers, and advisers.
Two results were obtained: First, oral contributions related to ② “Inference”, ③ “Representation of problems”, and ⑤ “Alternatives” were more numerous for observers and advisers than for the practitioner. These comments indicate problems and suggest countermeasures for a solution to the observed class to promote better practitioner teaching by providing valid information. Second, among the “utterance classification category on the representation of practice”, ③ “Representation of problems” and ⑤ “Alternatives” for the teachers who observed the research lesson were limited to the previously-provided two viewpoints. Meanwhile, ③ “Representation of problems” and ⑤ “Alternatives” for practitioner Teacher Z, an assistant principal and a principal as managerial staff, and a teachers' consultant and a faculty member as outside advisers included the contents other than the two viewpoints. In particular, ③ “Representation of problems” and ⑤ “Alternatives” of e. “The relationship between systematicness of the educational contents of the ball game and unit objectives” presented by the principal, the practitioner Teacher Z, the faculty member, and the assistant principal are considered to have provided the colloquium participants with an opportunity to review the material knowledge that the contents of the ball game consist of individual skills, tactics, and ideas for the rules.
