| JaLCDOI | 10.18926/53177 |
|---|---|
| フルテキストURL | bhe_010_105_114.pdf |
| 著者 | Nakamura, Ian| |
| 抄録 | The time has come to see the three major forms of Practitioner Research under a general umbrella as well as distinct choices and commitments to pursue professional self-inquiry into the way and ways we teach and how our students (may) learn. The focus of this paper is on understanding each approach by tracing its origins and key concepts. The aim of this working paper is to take the first step in building an accessible foundation of knowledge from which classroom teachers can then pursue their own interest or concern in the method that appeals to them the most. |
| キーワード | practitioner research reflection action exploration comparison |
| 出版物タイトル | 大学教育研究紀要 |
| 発行日 | 2014-12 |
| 巻 | 10巻 |
| 開始ページ | 105 |
| 終了ページ | 114 |
| ISSN | 1881-5952 |
| 言語 | 英語 |
| 論文のバージョン | publisher |
| NAID | 120005567859 |
| JaLCDOI | 10.18926/52199 |
|---|---|
| フルテキストURL | bhe_009_155_168.pdf |
| 著者 | Nakamura, Ian| |
| 抄録 | This exploratory study will begin with a review of cinematic portrayals of teachers and their situations by establishing three categories: thought-provoking stories of teachers and students trying to overcome social barriers, entertainment first productions with an uplifting resolution of conflict, and documentaries that track the real-life struggles and successes of educational practitioners and their students through projectbased training and performance. Then I will use forms of reflective practice and discourse analysis to delve deeper into the details of teaching and context. This working paper will conclude with some thoughts on what ‘good’ teachers do. |
| キーワード | films reflection teachers students professional development |
| 出版物タイトル | 大学教育研究紀要 |
| 発行日 | 2013-12-30 |
| 巻 | 9巻 |
| 開始ページ | 155 |
| 終了ページ | 168 |
| ISSN | 1881-5952 |
| 言語 | 英語 |
| 論文のバージョン | publisher |
| NAID | 120005394634 |
| JaLCDOI | 10.18926/49297 |
|---|---|
| フルテキストURL | bhe_008_151_162.pdf |
| 著者 | Nakamura, Ian| |
| 抄録 | Surviving, thriving, and evolving followed by further noticing, reflecting, and acting are some of the stages a teacher-researcher goes through before, during, and after the study leave experience. Having the opportunity to literally remove oneself from the daily concerns, routines, and habits entrenched in one’s local institutional context for an extended period of time（ e.g., six months） is an experience like no other. Blood donation campaigns call giving blood ‘a gift that keeps on giving’. While the majority of people in our profession do carry on with their work quite well without ever going on a study leave （or donating blood）, an important revelation that I have had is: a study leave is also ‘a gift that keeps on giving’. |
| キーワード | study leave professional development reflective learning |
| 出版物タイトル | 大学教育研究紀要 |
| 発行日 | 2012-12-31 |
| 巻 | 8巻 |
| 開始ページ | 151 |
| 終了ページ | 162 |
| ISSN | 1881-5952 |
| 言語 | 英語 |
| 論文のバージョン | publisher |
| NAID | 120005232354 |