研究的実践者を育てる

―私の教師教育実践―

抄録

  The rapid change or social reality, university education reality, and the reality of the place of education calls for a dramatic reform of how teacher education should be. The author pursues this issue aiming at developing creative teacher, that is research practical people.

  Teacher are called “research practioner” because they are engaged in their own practice and they need to establish a cycle of research; fact of children analysis of it and problem setting establishment of plan of instruction behavior of teachers' repeatition of those procedures. This cycle has to be embraced by those who are actually engaged in teacher education. They also have to improve problems raised by the issue.

  Most part of teacher education has been devoted to mainly delivering knowledge, however in order to develop research practitioner, we also need to develop higher-level teacher education with regard to the methodological knowledge and the problem pursuing knowledge. Moreover not only lectural forms, but also various forms of classes are required to be considered while all the participants creatively participate in class processes.

  Therefore, the author emphasizes developing participants' autonomous activities, combining “the wit of physical expression and the wit of written and spoken language”, and creating deep interdepence between on- site practices and theory.

  Concerning the issues above, the author gives a definition to his workshop for teachers in a classroom and college courses of “Method of Guidance and Discipline” and “Theory of Education Beyond Classroom”, especially with examples of “Cultural Activities and Lesson of Event Creation”, “Analysis is of Prctical Record”, and “Writing of Practical Record”.