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

Noriyuki Inoue*, Tadashi Asada, Natsumi Maeda, Shun Nakamura

*この研究の対応する著者

研究成果: Article査読

3 被引用数 (Scopus)

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.

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

ASJC Scopus subject areas

  • 教育

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