中学校理科教師の専門的成長に関する質的研究―授業研究から何を学ぶのか―

抄録

This study examined how Japanese lower secondary science teachers improve their teaching competencies through lesson study, especially by giving a research lesson. We administered a questionnaire to science teachers via e-mail in 2016 in a government-designated city and a prefecture in which the city was located, and received answers from 177 teachers. The data was analysed by the qualitative method of Fukushi and Nago (2011) applying SCAT (Steps for Coding and Theorization: Otani, 2008b; 2011). The result was summarised into three phases: preparation of a research lesson; giving a research lesson; and reflective meeting/conference, and discussed from the viewpoints of teacher knowledge using the model of Gess-Newsome (2015) and didactic transposition theory (Chevallard, 1989; Chevallard & Bosch, 2014). Consequently, we identified three points as follows: (1) giving a research lesson can enable teachers to learn strategies to clarify the purpose/goal of the lesson by conducting research and developing teaching materials over time; (2) a research lesson is given aiming to achieve the purpose/goal of the lesson; (3) critiques from others at a reflective meeting/conference prompt their own reflection.