366 , 2016-03-31 , 東京大学大学院教育学研究科 , The Graduate School of Education, University of Tokyo , 東京大学大学院教育学研究科教職開発コース
This paper reviews studies about teachers’ knowledge and thinking in class, focusing on about two decades. It is consisted of following three parts: (1) studies about teachers ’ decision-making processes, (2) studies about quality of teachers ’ knowledge for teaching, and (3) studies about building of teachers’ knowledge for teaching. From this review, some important findings were indicated. First, in studies about decision-making processes, research paradigm shifted from developing model for decision-making to case study, and case studies using engineering-technology have been increasing. Second, in studies about quality of knowledge, studies expanding the concepts of Shulman's PCK and studies investigating the influence of PCK to students ’ learning were accumulated. In addition, studies about emotional knowledge also became popular. Third, in studies about building knowledge, it was revealed that there were studies investigating effective reflection and about learning environment by learning science approach.