@article{oai:nara-edu.repo.nii.ac.jp:00007914,
 author = {安藤, 輝次},
 issue = {1},
 journal = {奈良教育大学紀要. 人文・社会科学},
 month = {Nov},
 note = {The first purpose of this study is to clarify abilities to attach to the novice teachers in the first academic year as a reference that sets the level when straight masters of the School of Professional in Education(SPDE) are completed. As the result of that, it is found that novice teachers of the first year wanted to acquire teaching skills and that the teachers are still eager to study the abilities to teach classes such as asking questions, adapting the individual needs, and so forth. The second purpose is to extract the competencies at which experienced teachers as graduate students of SPDE have to aim by investigating excellent teachers' selection criteria in prefectures. Actually, there are two kinds of excellent teachers, that is, either having the broad outlook like the school management and human ethic or having high quality of teaching abilities at classrooms. It is true that when we think about a teacher's life cycle, the former would be better, however, the latter is also important if we remember the proverb that the indispensable work of teachers is to teach the classes. It seems that we have to integrate both views of excellent teachers. Fortunately, we might find the solution of this dilemma by paying an attention of C.Danielson's Framework for Teaching whose rubrics are made along the four domains such as Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. This framework suggests how to educate student teachers, novice teachers, and experienced teachers. Moreover, the self-directed professional inquiry for the experienced teachers is recommended, which is similar to the student teaching of the experienced teachers of SPDE. The author believes that we are able to learn a lot from Danielson's methodology.},
 pages = {147--156},
 title = {初任者教員と優秀教員の資質・能力に関する研究},
 volume = {58},
 year = {2009}
}