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Teaching Expertise in Three Countries : Japan, China, and the United States. 林安希子著 日本・中国・米国で専門知識を教える
・ISBN 978-0-226-81865-8 hard US$ 95.00
￥22,258.- (税込) ※（※）価格はご注文時の参考価格となります。
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お気に入り
★★★
・ISBN 978-0-226-81867-2 paper US$ 27.50
￥6,442.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-0-226-81866-5
| 著者・編者 | Hayashi, Akiko, |
|---|---|
| 出版社 | (U. Chicago Pr., US) |
| 出版年月 | 2022.05 |
| ページ数 | 208 pp. |
| 言語 | ENG |
| ニュース番号 | ＜672-1313＞ |
解説
A comparison of the development of expertise in preschool teaching in China, Japan, and the United States.
In Teaching Expertise in Three Countries, Akiko Hayashi shows how teachers from Japan, China, and the United States think about what it means to be an expert teacher. Based on interviews with teachers conducted over the span of fifteen years and videos taken in their classrooms, Hayashi gives us a valuable portrait of expert teachers in the making. While Hayashi's research uncovered cultural variations in the different national contexts, her analysis of how teachers adapted their pedagogy throughout their careers also revealed many cross-national similarities. Younger teachers often describe themselves as being in a rush, following scripts, and "talking too much," while experienced teachers describe themselves as being quieter, knowing children better, and being more present.
Including a foreword by scholar of early childhood education Joseph Tobin, Teaching Expertise in Three Countries provides a foundation for understanding the sequence and pathways of development over the first decade of teaching in three national contexts, demonstrating the value of the field of comparative education in the process.
In Teaching Expertise in Three Countries, Akiko Hayashi shows how teachers from Japan, China, and the United States think about what it means to be an expert teacher. Based on interviews with teachers conducted over the span of fifteen years and videos taken in their classrooms, Hayashi gives us a valuable portrait of expert teachers in the making. While Hayashi's research uncovered cultural variations in the different national contexts, her analysis of how teachers adapted their pedagogy throughout their careers also revealed many cross-national similarities. Younger teachers often describe themselves as being in a rush, following scripts, and "talking too much," while experienced teachers describe themselves as being quieter, knowing children better, and being more present.
Including a foreword by scholar of early childhood education Joseph Tobin, Teaching Expertise in Three Countries provides a foundation for understanding the sequence and pathways of development over the first decade of teaching in three national contexts, demonstrating the value of the field of comparative education in the process.