{"_buckets": {"deposit": "1a24522d-3796-400f-b93c-7c83be3a01e9"}, "_deposit": {"id": "21077", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "21077"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00021077", "sets": []}, "author_link": ["108888", "108889", "108890", "108891", "108892", "108893"], "item_10_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2019-12-25", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "10", "bibliographicPageStart": "1", "bibliographicVolumeNumber": "18", "bibliographic_titles": [{"bibliographic_title": "信州大学教育学部附属次世代型学び研究開発センター紀要　教育実践研究"}]}]}, "item_10_description_20": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "This case study, examined how fellow teachers can support each other at work; specifically, how a teacher’s dialogue with a colleague can encourage the teacher to rethink his/her views, and how such a change impacts the teacher’s lesson planning. Analysis suggested the following process : the dialogue with his/her colleagues prompted the teacher to become aware of his/her views and to rethink them, which in turn further motivated the teacher to improve his/her lessons by understanding students better and by thoroughly researching teaching materials. Additionally, the teacher improved up his/her fundamental and empirical pedagogic research and used a mind map to communicate his/her lesson plans to his/her colleagues. This process helped clarify the teacher’s role in lesson planning and enabled active learning among students. 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