The principles of teacher's decision-making in Japanese board writing (bansho) process. Issue 1 (2nd January 2023)

• Record Type: Journal Article
• Authors: Tan, Shirley; Nozaki, Shiho; Fu, Hongxue; Shibata, Yoshiaki
• Is Part Of: Asia Pacific journal of education. Volume 43:Issue 1(2023)
• Page Start: 236
• Page End: 251
• Publication Date: 2023-01-02
• Subjects: Bansho -- teacher's decision-making -- teacher's reflection -- knowledge building -- Japanese classrooms; Education -- Pacific Area -- Periodicals; Education -- Asia -- Periodicals; Education and state -- Pacific Area -- Periodicals; Education and state -- Asia -- Periodicals; Education -- Social aspects -- Pacific Area -- Periodicals; Education -- Social aspects -- Asia -- Periodicals; 370.95952
• DOI: 10.1080/02188791.2021.1924119
• Languages: English
• ISSNs: 0218-8791

Abstract

ABSTRACT: Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it serves as an asset to make a searching inquiry into teaching. This study aimed to identify the principles of teacher's decision-making in bansho process. Data of the study were drawn from a sixth-grade Social Studies lesson in a school in Japan. The lesson was observed and then transcribed into the lesson transcript. Reproduction of bansho formation (what/how/when pupils' utterances were written on the chalkboard) was also a primary source of data. Then, a comparison between pupils' utterances and bansho content based on a coding scheme was made to understand what was (not) written as bansho by the teacher. From the comparison, three main principles of teacher's decision-making in bansho process have been identified. As the classroom environment is multifaceted, dealing with complex situations involving pupils' ideas and inquiries is a dominant element in a teacher's life. Through an examination of teacher decision-making in bansho process in a lesson, the conditions and purposes teachers are trying to address in a classroom can be better understood. This provides a valuable opportunity for teachers to reflect on their practices, either individually or in a school community.