紀要論文 園内研修における質的アプローチの活用可能性 : KJ 法とTEM に着目して
The Possibility of Using Qualitative Approaches for In-School Teachers’ Development in Early Childhood Education and Care : Focus on the KJ method and TEM

中坪, 史典

(64)  , pp.129 - 136 , 2015-12-18 , 広島大学大学院教育学研究科
ISSN:1346-5562
NII書誌ID(NCID):AA11625039
内容記述
The purpose of this study is to determine the utilization possibility of qualitative approaches regarding in-school teachers’ development in early childhood education and care. In particular, findings of previous studies on the utilization possibility of the KJ method and TEM were reviewed. Previous studies indicated using the KJ method during in-school teachers’ development seemed to improve the understanding of young children and how to support them, plus communication and teamwork were promoted through collaboration with colleagues. In-school teachers’ development using TEM seemed to promote the understanding of the precious experiences of young children. Using such qualitative approaches, therefore, seems to provide a teacher with insight into a young child by trying to see his/her experiences within a real-life context, including the young child’s surroundings and influences, both social and cultural. Through qualitative approaches, required components for in-school teachers’ development in early childhood education and care, such as teachers’ reflections, the understanding of young children, and shared vocabularies and emotions, seem to be induced by sharing tasks with other colleagues.
本稿は,独立行政法人日本学術振興会「平成26~28年度科学研究費補助金(基盤研究(C)・課題番号26381080)(実践コミュニティとしての保育カンファレンスのデザインに関する研究・研究代表者:中坪史典)の交付を受けて実施した研究成果の一部である。
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http://ir.lib.hiroshima-u.ac.jp/files/public/38996/20160129145753989889/BullGradSchEduc-HiroshimaUniv-Part3_64_129.pdf

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