scholarly journals Analysis of Educational Needs for Professional Development of Head Teachers in Elementary School Using Grounded Theory Approach

2017 ◽  
Vol 13 (4) ◽  
pp. 115-146
Author(s):  
정종원
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Grounded Theory ◽  
Educational Needs ◽  
Theory Approach ◽  
Head Teachers ◽  
Grounded Theory Approach

scholarly journals Role Identities of Japanese Teachers of English at Japanese Universities

2019 ◽  
Vol 2018 (1) ◽  
pp. 50
Author(s):  
Hiroshi Moritani ◽  
Chiaki Iwai
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Theory Approach ◽  
Classroom Experiences ◽  
Hypothetical Model ◽  
Internal Factors ◽  
Role Identities ◽  
Using Data ◽  
Grounded Theory Approach ◽  
Depth Interviews

As part of a larger study of university English teachers, this paper presents a hypothetical model of the critical influences on the construction of role identities (i.e., how teachers understand their teaching roles) using data generated from in-depth interviews with 12 Japanese teachers of English at Japanese universities. To inductively create a hypothetical model based on the actual voices of these participants, the analysis utilizes a modified grounded theory approach (Kinoshita, 2003). We report that five critical influences emerged: (a) classroom experiences as a learner, (b) professional development, (c) contextual factors, (d) classroom experiences as a teacher, and (e) teacher-internal factors. We present the findings with reference to previous studies in language teacher cognition research. 本稿では、大学英語教師に関する研究の一部として、日本の大学で教える12人の日本人英語教師との深層インタビューから得たデータをもとに、彼らの役割アイデンティティ(教師の役割の理解)の構築に関与する重要な影響要因を示す仮説モデルを提示する。研究協力者の実際の言葉をもとに帰納的に仮説モデルを構築するために、分析に修正版グラウンデッド・セオリー・アプローチ（木下, 2003）を用いた。本稿では、役割アイデンティティの構築に関与する5つの重要な影響要因（a. 学習者としての授業経験、b.専門能力開発 c. 文脈要因、d.教師としての授業経験、e.教師の内的要因）を報告する。本稿では、これらの要因を言語教師認知研究の先行研究に照らしながら提示する。

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