【教】⑥久我直人先生【本文】/【教】⑥久我直人先生【本文】

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1 Schön Schön Shulman Wilson transformation pedagogical content knowledge Schön Schön Schön Shulman Wilson pedagogical content knowledge Schön Schön Shulman Wilson

2 pedagogical content knowledge Schön Shulman Wilson Schön knowing in action reflection in action reflection on action reflection in action Shulman Wilson transformation pedagogical content knowledge reflection toward action Schön ShulmanWilson Schön Shulman Wilson

3 S S K S VTR VTR VTR VTR stimulated recall method VTR VTR VTR a b ab c a b

4 a b R M

5 M Ma H H D W M D K K

6 A R S M S

7 Schön

8 transformation pedagogical content knowledge Schön a A M

9

10 W M pedagogical content knowledge W D K A K

11

12 AB CD OJT On the Job Training OJT OJT OffJT

13 Schön, D. The Reflective practitioner : How Professionals Think in Action, Basic Books.

14 Astudy about the model of reflective practitioner in the specialty of the teacher On the analysis of the process of thinking about the class of the teacher KUGA Naoto The purpose of this study is to verify the two models about specialized nature of teaching professions. These are teachers knowledge model (e.g. Schulman ) and reflective practitioner model. In this study, a mid level teacher s thoughtway in a lesson was analyzed. The results by quantitative analysis were the following. The ratio of scenes in which the teacher thought and responded based on his prior lesson plan were about On the other hand, the ratio of scenes in which the teacher thought about and responded to unpredictable events in the lesson were about From the above, it was suggested that teachers interpreted and responded to scenes in lessons based on their prior lesson plan which were composed by professional expertise. This suggested that the importance of teachers professional expertise inspecialized nature of teaching professions. By qualitative analysis, teachers thoughtway based on the prior lesson plan and thoughtway not based on the plan appeared connectedly. These results suggested that teacher s thoughtway was composed by the two models. Based on these results, the integrated model of teachers professional thoughtway was presented.

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