日本語コースにおける教師の学習 -教師の参加の深まりと日本語コースの発展-
Year: 2009
Type: article
Abstract: According to situated theory, when Kato & Arimoto (2001) state that an individual “has ability”, it is seen as the result of the successful organization of physical and social circumstances that allow us to observe the individual’s “ability”. To “have ability”, is seen as a phenomena that occurs concurrently with a deeper contribution to cultural practices. This paper focuses on teacher participation in the Japanese language course run by the Japan Foundation Budapest Office. It notes the physical and social circumstances surrounding teachers, and analyzes the actual extent of teacher participation in the Japanese language course. The analysis framework uses activity theory, a theory derived from situated theory. From this analysis, I investigate methods of deepening teacher participation in the Japanese language course, and show that such deeper participation leads to the development and improvement of the course as a whole.
DOI: 10.20649/00000058
Author: IINO, Reiko
Language: Japanese
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7207794577