Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms

    研究成果: Article

    抄録

    What does it take for teachers to effectively teach inquiry-based lessons? We videotaped a series of mathematics lessons that involve whole class consensus building discussions (neriage) taught by leading teachers at Japanese elementary schools followed by teacher interviews. The triangulated data analysis revealed that the teachers facilitated class discussions to achieve the lesson goals effectively, but they made modifications to their lesson plans on the spot to bring all the students together while promoting their whole person development. Based on these, we argue that the teacher expertise to teach inquiry-based lessons effectively involves holistic envisioning, adaptability and inclusiveness.

    元の言語English
    ページ(範囲)366-377
    ページ数12
    ジャーナルTeaching and Teacher Education
    77
    DOI
    出版物ステータスPublished - 2019 1 1

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    expertise
    classroom
    Teaching
    teacher
    elementary school
    data analysis
    mathematics
    human being
    interview
    student

    Keywords

      ASJC Scopus subject areas

      • Education

      これを引用

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      abstract = "What does it take for teachers to effectively teach inquiry-based lessons? We videotaped a series of mathematics lessons that involve whole class consensus building discussions (neriage) taught by leading teachers at Japanese elementary schools followed by teacher interviews. The triangulated data analysis revealed that the teachers facilitated class discussions to achieve the lesson goals effectively, but they made modifications to their lesson plans on the spot to bring all the students together while promoting their whole person development. Based on these, we argue that the teacher expertise to teach inquiry-based lessons effectively involves holistic envisioning, adaptability and inclusiveness.",
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