@article{oai:toyama.repo.nii.ac.jp:00017094,
 author = {磯崎, 尚子},
 issue = {2},
 journal = {富山大学人間発達科学部紀要 = Memoirs of the Faculty of Human Development University of Toyama},
 month = {Mar},
 note = {本研究では，中学校及び高等学校の家庭科の教員免許状を有しない小学校の男性教師が，家庭科の授業で使用する教師知識に関して，熟練教師と若手教師の比較を通し，その内実を明らかにすることを目的とした。調査では，熟練教師3名と若手教師3名に，家庭科の教材化の過程で行うことと留意点について，半構造化面接を行った。その発話プロトコルをL. Shulman の教師知識に分類した。その結果，熟練教師と若手教師では，教師知識の量と質に大きな違いは認められなかった。しかしながら，熟練教師や若手教師に関わらず，授業研究の経験の有無と同僚からの学びの機会が，教師の成長に重要な要因となっていることが明らかとなった。
In this study, the author examined teacher knowledge categorized by L. Shuman in home economics lessons at elementary schools by comparing the knowledge base of three experienced teachers and that of three novice teachers, who are male teachers and they do not have secondary school teacher certificates of home economics. The author interviewed them as followings by the semi-conducted interview method: (1) How they make and develop their teaching materials, and (2) what they carefully consider when they do it. The author analyzed their protocols and categorized them into Shulman’s category of teacher knowledge. As a result, the author identified that experienced teachers’ knowledge base did not differ both in quality and quantity from those of novice teachers. Regardless of experienced teachers and novice teachers, however, the author pointed out that opportunities of lesson study and learning from colleagues are important factors for their professional development., Article, 富山大学人間発達科学部紀要, 13巻2号, 2019.03.20, Page 183-191},
 pages = {183--191},
 title = {小学校男性教師の家庭科授業で活用する知識に関する研究 : 熟練教師と若手教師の比較を通して},
 volume = {13},
 year = {2019}
}