@article{oai:nagoya.repo.nii.ac.jp:00029535,
 author = {田中, 眞帆 and TANAKA, Maho},
 issue = {2},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学},
 month = {Mar},
 note = {The aim of this study is to elucidate how participants’ views of the class appeared and how they changed in the exchange of opinions at the post-lesson discussion between participants who observed the same class. It is to capture the participants’ practical knowledge and participant’s learning. In order to comprehensively understand the lesson and interpret the facts, transforming the lesson abstraction into a rich one and understanding by multiple point of view are necessary. Therefore, in this study, based on the utterances of participated teachers and students during post-lesson discussion, this study extracted the views of the discussion and analyzed the transformations based on the following four categories: A) facts; B) facts-based judgments (whether children talked or not); C) their judgment foundation standards; D) factors which are related to their standards. Finally, the result of this study clarified that at the beginning, Students participants’ judgments were mostly based on the comparison of self-view about the lesson and the observed facts. However, the lesson views started to be enriched when participants tend to focus on the various elements which construct the discussion of students’ grade development and pair relationship. It is clarified that participant who has teaching experience also has a bird’s-eye view to observe lesson, that is the perspective of connecting currently visible facts to the past and the future, and also the appropriate inferences about the facts from observation and what should be behind them.},
 pages = {81--93},
 title = {授業検討会における参加者の授業観の抽出と変容},
 volume = {66},
 year = {2020}
}