木塚 誉貴 ・星 瑞希・有井 優太・松村 一太朗
A Suggestive Research of Lesson Study Methodology for Teacher’s Deeper Reflection by Using Lesson Analysis as Evidence:
Cooperative Process between Researchers and Practitioners
Yasutaka Kizuka,Mizuki Hoshi,Yuta Arii and Ichitaro Matsumura
April, 2020
Abstract
This research aims to investigate how educational researchers can support the reflective practices of the teachers. The authors conducted research on two teachers of civics of two different junior high schools. The process of the research was as follows: (i) pre-interview: asking the teachers their learning experiences in initial teacher education and current practical issues, (ii)analysis: unit-long lesson observations and their analysis being based on the student learning in the context of social studies in order to publish alternative idea of the units themselves and their goals, (iii) post-interview: cooperative interviews between the practitioners and the authors by using the analysis as the evidence, and finally (iv) reflection analysis: focusing on how the teachers changed their values and beliefs. According to the pre-interview, both of the teachers faced two difficulties; unit-long lesson design and the eyes to understand their students. After our cooperative reflections, both of the teachers started to reconsider not only the observed lessons and units but also their daily practices by focusing on constructions and the design of their units. They also started to realize the importance of paying attention to their students’ voices in the lesson context. The authors conclude that these two changes are considered to be made by (A) analyzing their practical and somewhat tacit actions in academic ways with their backgrounds in mind and (B) analyzing their practices and students’ learning in the context of social studies.
