Wildman and Niles observed that systematic reflection on teaching required a sound ability to understand classroom events in an objective manner. They describe the initial understanding in the teachers with whom they were working as being "utilitarian...and not rich or detailed enough to drive systematic reflection." Teachers rarely have the time or opportunities to view their own or the teaching of others in an objective manner. Further observation revealed the tendency of teachers to evaluate events rather than review the contributory factors in a considered manner by, in effect, standing outside the situation.
Helping this group of teachers to revise their thinking about classroom events became central.
教師たちは彼ら自身や他の教師の教え方を客観的に見る時間も機会もほとんどなかった。その上、事実上傍観者の立場に立つという熟慮されたやり方で要因を考え直すよりも、出来事自体を評価するという教師たちの傾向が、観察により明らかになった。教師たちのグループの教室における出来事に対する彼らの考え方を覆す助力をすることが中心となった。
このグループの教師らにクラスの出来事について考え方を改める手助けをすることが中心となった。
This process took time and patience and effective trainers. The researchers estimate that the initial training of the same teachers to view events objectively took between 20 and 30 hours, with the same number of hours again being required to practice the skills of reflection
The teachers in the program described how they found it difficult to put aside the immediate demands of others in order to give themselves the time they needed to develop their reflective skills.
There appear to be many unexplored matters about the motivation to reflect-for example, the value of externally motivated reflection as opposed to that of teachers who might reflect by habit.
下記の文を訂正します。
原文「プログラムに参加した教師らは、省察する力を養うために必要な時間を割くために、他の人から頼まれる急を要する事柄を後回しにするのがいかに難しいかという事が分かったと述べた。」→訂正文「プログラムに参加した教師らは、省察する力を養うために必要な時間を割くために、すぐやらなければならない他の事柄を後回しにすることがいかに難しいかという事が分かったと述べた」
よろしくお願いします。