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教員養成の間隙に生じる実践コミュニティ --「家庭科教員をめざす男の会」を事例として--
http://hdl.handle.net/10295/1728
http://hdl.handle.net/10295/172812d70658-8cc0-4b22-8e53-34fa30ac31f8
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kbk64(51).pdf (1.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2011-09-13 | |||||||||
| タイトル | ||||||||||
| タイトル | 教員養成の間隙に生じる実践コミュニティ --「家庭科教員をめざす男の会」を事例として-- | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | Teacher Learning and Communities of Practice: Case Study of Men's Network for Home Economics Teachers | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Communities of Practice | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Teacher Training | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Teacher Lifelong Learning | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Empowerment | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Gender | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Action Research | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 作成者 |
小高, さほみ
× 小高, さほみ
× KODAKA, Sahomi
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| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | This paper investigates the process of teacher learning within a variety of networks and systems by examining the case of Japanese high school home economics teachers. In the 1990s, home economics became a requirement for both girls and boys at high schools. Wenger's (1998) concept of "communities of practice" is employed to examine how a men's group, founded for male home economics teachers, helped individuals face psychological and organizational barriers upon enrollment at a women's university. The analysis of the group's newsletter, written over a period of 10 years, revealed that the teachers' community of practice empowered the members but has not succeeded in reforming the training system for home economics teachers. The limitations of the community of practice as an apparatus for empowerment were exposed, a point that Wenger has failed to illustrate. The possibilities of Action Research are suggested when considering the issue of how universities will contend with reforms in in-service education and training systems. | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 書誌情報 |
秋田大学教育文化学部研究紀要 教育科学 巻 64, p. 51-59, 発行日 2009-03-01 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13485288 | |||||||||
| NCID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11458538 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 秋田大学教育文化学部 | |||||||||
