抄録
In this paper, we aim to clarify a teacher’s various positions in his analysis of his colleague’s
lesson. We examined his discourse using a qualitative analysis (grounded theory) based on
Hermans’ idea of the dialogical self. Our findings were as follows: First, the teacher expressed different students’ views in his analysis of his colleague’s lesson; these standpoints were connected via “dialogue.” Second, the teacher not only used the “dialogue” relationship between the students’ outlooks in his evaluation of the lesson, but also a future potential design for it. Third, the dialogue analysis is supported by a curiosity of the students’ feelings and their backgrounds. Fourth, the dialogue analysis was not connected to the teacher’s experiences and his interest in a reflective practice. We concluded that the dialogical analysis of a lesson could produce more productive opinions than traditional interpretations. It was important to examine other teachers’ lessons using the emotional aspect of curiosity, which is tied to an exploration of improving lessons in the sense that a teacher forms more than one perspective.
