教師の実践的思考様式に関する研究 (2) : 思考過程の質的検討を中心に

Abstract

This paper presents practical thinking styles which six expert teachers display in monitoring a videotape of science teaching. Three issues are taken into consideration. First, through describing their thought processes, we inquire the rhetorics which the thoughtful practitioners use. Next, the concept of pedagogical expertise is examined. In accord with uncertainty and complexity of teaching situation, pedagogical expertise should be regarded as of being complicated. Finally, we rethink such conceptions as context of generating practical knowledge, function of pedagogical content knowledge and role of case method in teacher education, in order to promote further research on teachers' practical thinking.