Research into Development of Beliefs about the Goals and Purposes of Science Teaching : Analysis of Life Stories of Five Experienced Science Teachers

Abstract

本研究では，理科教師の信念に関する先行研究の精査と５名の熟練理科教師のライフストーリーの分析により，理科教授の目的・目標についての信念の発達を明らかにすることを通じて，現職教育及び教員養成教育において理科教授の目的・目標についての信念を発達させることの価値とその具現化に向けた示唆を得ることを目的とした。まず，先行研究を精査し，理科教授の目的・目標についての信念という概念を明確化した。次に，信念の発達を明らかにすることに適した研究の方法論としてライフストーリーを採用し，それに基づいたインタビュー調査を計画・実施した。さらに，得られた語りを分析し，学校の内外を問わず様々な経験が理科教授の目的・目標についての信念を明確にするような影響を与えていること，学校外での経験をきっかけとして新たな概念が理科教授の目的・目標についての信念に加わる場合があること，理科教師になった時点で保持していた理科教授の目的・目標についての信念が教職生活を通じて変わっていないことを明らかにした。以上の結果を踏まえ，教職生活における理科教授の目的・目標についての信念の発達が学校内外における理科教師の連続的な学びとして捉えられること，教員養成教育が理科教授の目的・目標についての信念を構築する場として重要な役割を担っていること，という現職教育及び教員養成教育において理科教授の目的・目標についての信念を発達させることの価値とその具現化に向けた示唆を得た。This research, through analysis of five experienced science teachers’ life stories, was done to further evaluate prior research into beliefs of science teachers. Furthermore, it attempts to clarify the development of beliefs about the goals and purposes of science teaching to show how beliefs about the goals and purposes of science teaching develop through pre- and in-service teacher education/training, the value of this, and suggestions towards the realization of this. First, an overall concept of beliefs about the goals and purposes of science teaching is clarified by further evaluation of prior research. Next, life story was utilized as a research methodology for the clarification of belief development, and an interview survey was planned and conducted based on this methodology. The stories gained were analyzed, and the facts that various experiences, whether in or out of school, have an influence to clarify beliefs about the goals and purposes of science teaching, that there are cases where experiences outside of school can provide motivation for adding new concepts to one’s beliefs about the goals and purposes of science teaching, and that beliefs about the goals and purposes of science teaching that were held at the time of becoming a science teacher do not change throughout a professional career, were all made clear. Based on the above results, the development throughout one’s professional career concerning beliefs about the goals and purposes of science teaching is perceived as part of a science teacher’s consecutive professional learning, which happens in and out of school. Pre-service teacher education should make a vital role as giving an opportunity for developing beliefs about goals and purposes of science teaching. Suggestions were gained for how to realize development of beliefs about the goals or purposes of science teaching through pre- and in-service teacher education, as well as the value of this