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The purpose of the present study is to reexamine, through a look at childcare support workers practice cases, analytical frameworks regarding ability formation of those who support study. Much research has been performed so far using the theory of “Reflection” to discuss the role of practice in the ability formation of those who support study. “Reflection” as used in previous research regarding those who support study has treated formal educational as its area of analysis. Namely, there has been a tendency in research on ability formation of those who support study to employ the theory of “Reflection” to fixed-form course and training session situations. However, ability formation of those who support study occurs not only in formal learning settings alone. It is thought that the process of acquiring new knowledge and skills via the process of awareness, learning, and growing while supporting the learner amidst a relationship of praxis, also leads to the ability formation of those who support study. Therefore, it is it is necessary to examine ability formation by examining not only approaches in formal settings in which courses and training have been set, and programs developed intentionally, for those who support study, but also to widen one's view to include nonformal settings in which ability formation occurs as a natural result of daily practice. Based on this premise, this study seeks to clarify ability formation of those who support study in nonformal settings by focusing on workers involved in childcare support. My examination centers on interviews with such supporters to consider how their ability forms through daily interactions with parents and children. In interviewing, I invoked a “praxis daily life based” method of collaborative learning to clarify the study supporter's ability formation in nonformal settings. |
