校内授業研究会における教師の専門的力量の形成過程

―同僚との協同的学習過程を分析するモデルの構築を目指して―

抄録

  The purpose of this research is to investigate how teachers' professional expertise develops through in-house lesson study and to evaluate its effectiveness as an education system for those as the “learning profession”. Although many researchers and practitioners emphasize the importance of collegiality for teacher learning, little research has investigated how teachers learn with colleagues through in-house lesson study. In light of this, this research, designed as approximately a two-year long study, focused on one teacher with 23 years of teaching experience and investigated the process of how he developed his professional expertise through in-house lesson study at a local public school in western Japan.

  To analyze the process of teacher learning, a tentative model called the “Collaborative Interconnected Model” was developed based on the Clarke and Hollingsworth Model. By using this new model, the following results were obtained. Through in-house lesson study, those colleagues who observed the target teacher's lesson provided him with much information which he might have overlooked in classroom activities. Moreover, colleagues helped him significantly in his rational analysis of his own teaching practice. The target teacher also deemed it important for him to observe his colleagues' lessons; as an observer, he came to understand some crucial points for reflection on others' teaching practice as well as his own. As a consequence, the target teacher gradually adopted a style of reflection which was similar to that of his colleagues who focused on what actually happened in a classroom and deliberately considered the meaning embedded in the classroom events. This was a sign of his professional growth as the “learning profession”.

  Based on these results, it can be concluded that in-house lesson study has great possibilities as a learning system for developing teacher expertise. This research also suggests the effectiveness of the “Collaborative Interconnected Model” as a tool to analyze the learning process of teachers with colleagues through in-house lesson study.