The Reflective Experience of an Early Career Teacher Who Trained in a Professional School of Teaching

Focusing on the “Recognition of the Facts in Children’s Learning”

Abstract

　　 This paper analyzes the development process of “reflection-in-practice,” especially on the “recognition of the facts in children’s learning” in diary narratives and the development of approach toward children of an early career teacher who trained in a professional school of teaching. 　　 Previous research on the experience of early career teachers focused on the adaptive process from the perspective of “socialization.” Early career teachers face difficulties in daily “reflection- in-practice.” However, the problems in analyzing the kind of limitations they face remain, and how early career teachers reflect while in the process of practice remains unexplored. 　　 Analyzing the daily narratives of an early career teacher by focusing on his “recognition of the facts in children’s learning” revealed four points. First, he indulged in “reflection-in-practice” during the adaptive process. Second, the limitations of “reflection-in-practice” for him were regarding the construction of facts by comparing the children’s actual learning with the ideal of “what it ought to be.” Third, his practice became less flexible by confirming the aforementioned ideal. Finally, the “recognition of facts in each child’s learning” enabled him to find better solutions over a shorter time period. 　　 Early career teachers often seem to seek advice on “what they ought to do.” However, because of the advice, they do not notice the problems of recognizing the facts. It is important not to advice “what they ought to do” based on one’s experience but to explore “what it is” based on the “facts in children’s learning” collaboratively.