Kindergarten Teachers' "Reflection in Action" :

Based on their Acts of Recalling

Abstract

The purpose of this study is to clarify the contents and processes of "reflection in action" when kindergarten teachers associate with a child. Semi-structured interviews were conducted with kindergarten teachers (N=5). Linguistic data from interviews were analyzed using the Grounded Theory Approach. As aresult, "Reflection in action" is a process involving three steps. The first step is "judgment concerning support," the next step is "evaluation of the results of the support," and the last step is "determining the need for re-support and performance." It was also revealed that the content to be considered in each stage are the "child's needs and situation."