期刊
ASIA PACIFIC JOURNAL OF EDUCATION
卷 43, 期 1, 页码 236-251出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02188791.2021.1924119
关键词
Bansho; teacher’ s decision-making; teacher’ s reflection; knowledge building; Japanese classrooms
This study aims to identify the principles of teacher's decision-making in the process of bansho (Japanese board writing). Through observation and transcription of a sixth-grade Social Studies lesson, as well as a comparison between pupils' utterances and bansho content, three main principles of teacher's decision-making were identified. Handling complex situations involving pupils' ideas and inquiries is a crucial aspect of a teacher's work. Examining teacher decision-making in the bansho process provides a better understanding of the conditions and purposes teachers are trying to address, offering valuable opportunities for reflection on teaching practices.
Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it serves as an asset to make a searching inquiry into teaching. This study aimed to identify the principles of teacher's decision-making in bansho process. Data of the study were drawn from a sixth-grade Social Studies lesson in a school in Japan. The lesson was observed and then transcribed into the lesson transcript. Reproduction of bansho formation (what/how/when pupils' utterances were written on the chalkboard) was also a primary source of data. Then, a comparison between pupils' utterances and bansho content based on a coding scheme was made to understand what was (not) written as bansho by the teacher. From the comparison, three main principles of teacher's decision-making in bansho process have been identified. As the classroom environment is multifaceted, dealing with complex situations involving pupils' ideas and inquiries is a dominant element in a teacher's life. Through an examination of teacher decision-making in bansho process in a lesson, the conditions and purposes teachers are trying to address in a classroom can be better understood. This provides a valuable opportunity for teachers to reflect on their practices, either individually or in a school community.
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