ポジション理論を援用して授業者の成長を見る

Abstract

The purpose of this article was to clarify what teacher's development was with the help of position theory which could express meaning structure by using the notion that cohesion made meaning. First of all, teacher's development was operationally defined as "new awareness or discovery developed basing on past views and ideas to one's teaching" and its concrete conduct was regarded as "modification" or "confirmation". The data was collected from the professor T's lessons in the Open Laboratory Class of Kyoto University, and his development as a teacher, that is, the development of his view to his teaching style was shown by using position theory; in the series of his lessons, he confirmed and relativized his teaching style through the discussion with participants after the classes, having changed the meaning structure of it. His objectively unchangeable teaching style could be regarded as "developed" in that the meaning structure of it had changed. Thus, this article defined teacher's development and expressed it qualitatively and visually by using position theory.