This study investigated the factors stimulating in-house lesson study and revealed how they influence the development of the teaching competence of young, mid-career, and veteran teachers. To accomplish this aim, a questionnaire survey was conducted with all junior high schools in A city in Shizuoka Prefecture. Responses were obtained from 295 teachers, and a quantitative analysis was performed. Consequently, the five factors of "collegiality," "study content and method," "organizational framework and climate," "social trend," and "goal setting and sharing" were extracted as factors stimulating in-house lesson study. Additionally, analyzing how the factors stimulating in-house lesson study influenced the development of the teaching competence of young, mid-career, and veteran teachers revealed that "study content and method" influenced teachers in all the career experience segments, and that the number of stimulating factors increased as teachers became more experienced and headed toward becoming veteran teachers.
The following paper demonstrates the significant professional growth that teachers experience through the implementation of "Jimon-seiso," a type of school cleaning activity. "Jimon-seiso" was originally devised to develop students' self-discipline, autonomy and regard for others. However, teachers who practice the method with their students were also revealed to receive similar benefits. A survey was carried out to measure teachers` consciousness of their own growth such as, "I have grown as a teacher." The results were then analyzed using the analysis of variance and the interconnected, non-linear structural model. The results proved that the teachers who practiced "jimon-seiso" have the awareness of their own growth in addition to the growth of their students. In this matter, their self-growth feelings were formed through the correlation of the four domains: the external domain, the domain of practice, the domain of consequence, and the personal domain.
In this study, a coach's effective scolding expressions to 4 kinds of sports players' failures were examined. Subjects were 40 university students who belong to a soccer club. In 4 failures and coach's 8 scolding utterances situations, the estimations of repetitions of same failures were investigated respectively. Regardless of kinds of expression, scolding for a violation of a team engagement is more effective than for a slip. No matter which failure players did, coach's words of attribution to personality and forsaking are not appropriate. In a judgment mistake situation, pointing out undesirable behavior is more effective than in an assessment mistake situation or a slip situation. To a violation of a team engagement, explanation of reason for desirable or undesirable behavior is effective than demand for desirable behavior or inquiry about intention.
This study examines the learning cycle for novice elementary school teachers' self-directed development with a focus on intermediate conceptual tools in Engestrom's theory of expansive learning. Hints and visions for understanding children and models of teaching material methods that novice teachers developed for themselves for problem solutions are nothing other than intermediate conceptual tools. This study clarifies in what learning processes those tools are actually created. This study also intends to analyze the formation of the learning. In the research, the author conducted questionnaires with novice elementary school teachers and examined the problems and challenges the teachers face and the events that triggered their development as teachers. The author also conducted an interactive intervention with three novice teachers to record and analyze their specific activities. As a result, the author observed a learning cycle in which, while creating tools, novice teachers realized self-directed development through their collaborative learning with children. Furthermore, the survey suggested the necessity of securing interactive interventionists within the school system to create a solid environment in which novice teachers could afford to progress through trial and error.
The purpose of this study is to examine the teacher's role as a "mediator" in helping students write their graduate theses. Sawamoto confirmed that the teacher played the mediator role in primary writing classes by applying the reflection method. Building on this study, the current research developed both the curriculum and teaching method for university undergraduate students' writing their graduate theses. This research proves that the teacher played a role of "mediator" in her teaching both university level and primary level. This research applied the reflection method proposed by Sawamoto et al., Sawamoto and Nakamura and Polanyi.