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The purpose of this study was to conˆrm how many oral contributions and their type of content provide opportunities for participants to learn at a colloquium after a research lesson as school training at C Elementary School in B city, A prefecture on July 14th, 2014. The research was conducted by ˆrst dividing the conversation at the colloquium into the comments from diŠerent speakers. Then, each comment was divided into statements that made sense. Furthermore, each oral contribution was classiˆed into six categories on the basis of ``utterance classiˆcation category on the representation of practice'' (Sakamoto, 2013): 1 ``Representation of the target class'', 2 ``Inference'', 3 ``Representation of problems'', 4 ``Assumption of possibilities'', 5 ``Alternatives'', and 6 ``Others''. Then, a comparison was made of the number of each of the six categories among the practitioner, observers, and advisers. Two results were obtained: First, oral contributions related to 2 ``Inference'', 3 ``Representation of problems'', and 5 ``Alternatives'' were more numerous for observers and advisers than for the practitioner. Second, among the ``utterance classiˆcation category on the representation of practice'', 3 ``Representation of problems'' and 5 ``Alternatives'' for the teachers who observed the research lesson were limited to the previously-provided two viewpoints. Meanwhile, 3 ``Representation of problems'' and 5 ``Alternatives'' for practitioner Teacher Z, an assistant principal and a principal as managerial staŠ, and a teachers' consultant and a faculty member as outside advisers included the contents other than the two viewpoints.

taiikugaku kenkyuu/taiikugaku kenkyū

The learning process of classroom teachers on elementary school physical education (PE): Focusing on analysis of conversation at a colloquium after a research lesson