2008 年 17 巻 p. 138-147
Nowadays the profession of pre-school teacher is expected to improve its professionalism. The Ministry of Education has introduced 9 points which are supposed to cover the qualities desired in a pre-school teacher. However, these points seem to be concerned with so-called “practical leadership”. I would like to show that a reflective attitude which inquires into the essence of education is also important in teacher education. Episode writing and process record writing are already being examined in this connection from a phenomenological viewpoint.
In this article I would like to consider these two kinds of writing and after that to take up the concept of “pedagogical moment” proposed by the Canadian pedagogical theorist Max van Manen. “Pedagogical moment” refers to a situation in which one must do something pedagogically right in his or her relation with some child or children as adult, parent or teacher. And in this situation, we do not have enough time to fold our arms and think at length, but have to judge what is good for this child or these children immediately.
I introduce this concept to student teachers in the guidance for pre-school teaching practice. They are asked to recollect and write down the pedagogical moments which they confront in teaching practice in Kindergarten. In this way student teachers become able to reflect on their practice, so they will become more thoughtful about what is for children's good. And so their own view of education and of children is challenged phenomenologically. The concept of pedagogical moment in guidance for teaching practice is evaluated in this context.
