Knowledge restructuring through teachers' conferences

Recently, teachers' conferences for early childhood education attracts attention with the expectation that they will encourage a child-care person's reflective practices, restructure knowledge and improve child care practices. In this paper, for the purpose of examining challenges for teachers' conferences, a model was proposed to systematically understand the process of restructuring child-care knowledge in a teachers' conference. This model is a circulation model which consists of four kind of knowledges (personal knowledge, cooperative knowledge, practical knowledge, and general knowledge) and "awareness". Those four knowledges are restructured through a conflict process in "awareness". Few previous researches directly focused on the conflict process, therefore, it is not yet clarified how an individual restructures his or her knowledge in a teachers' conference. It is expected that the interaction between "intrapersonal conversation" and "interpersonal conversation" is examined, so that the knowledge restructuring model which centers on "awareness" in a teachers' conference can be elaborated