@article{oai:soar-ir.repo.nii.ac.jp:00001989,
 author = {島田,  希},
 journal = {信州大学教育学部附属教育実践総合センター紀要　教育実践研究},
 month = {Dec},
 note = {This paper reviewsthe studies on teachers'1earmlgand development fromtheperspectives of　teachers'knowledge acquisition. Traditional studies focused on what teachers need toknow In contrastthe recent studies focused on what teachersknowand showedthe characterisdcs of teachers'　knowledge. Throughthe story, the narrative,and the discourse approaches, these studies showthat teachers'pracdcal knowledge is closely related totheir personal experiences and belief.　However, little wasknoⅥm aboutthe methodswithwhich teachers formtheirknowledge. Therefore,this paper er reviewsthe studies onthe concrete methodsthat teachers have used in leaming, The findings showthat narrative approach whichincludes storytelling is effective for teachers'reflecdon and leam1ng, Exnilling teacherknowledge acqdsition and growth)mthe perspective of collaborative learn1ng Withother teachers is recommended for future research., Article, 信州大学教育学部附属教育実践総合センター紀要　教育実践研究 10:  11-20(2009)},
 pages = {11--20},
 title = {教師の学習と成長に関する研究動向と課題：教師の知識研究の観点から},
 volume = {10},
 year = {2009}
}