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教師研修としての授業観察に対する 現職日本語教師集団の目的意識 : 日本語学校の常勤及び非常勤集団へのインタビュー調査の質的分析 / 野瀬由季子, 大山牧子, 大谷晋也 ; [Nose Yukiko, Oyama Makiko, Otani Shinya]
// 日本語教育[Japanese language education] 176, 8.2020 Japan : 日本語教育学会, 2020p. 48-63 There is an urgent need to develop self-directed Japanese language teachers by engaging them in reflective
practice. In response to this need, classroom observation has been recommended as a method of teacher development
（Okazaki & Okazaki, 1997）. Aiming to support the practice of classroom observation, this paper attempts to
investigate how teachers, both observers and observees, perceive the purpose of classroom observation carried out as
part of a teacher training program at a Japanese language school in Japan. Semi-structured interviews were conducted
with six teachers（three full-time and three part-time）. Interview transcripts were analyzed qualitatively using SCAT
（Otani, 2019）and a framework proposed by the authors consisting of three orientation types: assessment,
open-practice, and reflectionsharing. The result indicates that each teacher has a specific orientation toward
classroom observation activities. Nevertheless, they may occasionally show signs of inclination toward a different
orientation type at the same time or gradually change their major orientation. Consequently, the current study has
significant implications for the importance of designing activities that take into account the role of Japanese language
teachers and their relationship with each other.
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