学生の主体的な学びを促す体験的教員養成プログラムの在り方に関する一考察 : 広島大学教育学部フレンドシップ事業を事例にして

Experiential Pre-service Teacher-Training Program to Promote Students’ Independent Learning : Case Study of the Hiroshima University Friendship Project

Yonezawa Takashi

Miyoshi Takafumi

Hayashi Takashi

広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development

This study sought to investigate the ways that an experiential pre-service teacher-training program promotes students’ independent learning by examining the Hiroshima University Friendship Project (HUFP). The results revealed several transitions in the history of the HUFP. It was initially expected that students’ independent learning would be deepened through activities administered as initiatives of university teachers. However, some students felt that these arranged activities were childish, and did not promote their independent learning. Several years later, the establishment of a student organization changed the program to an alternative format, in which students are the central administrators, promoting their independent learning. Thus, the results demonstrate the importance of striking a balance between student-led administration and support from university teachers to promote students’ independent learning.

pre-service teacher training

independent learning

Friendship Project

教員養成

主体的な学び

フレンドシップ事業

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5546

[NCID] AA11618554