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ID 40573
file
title alternative
How Do Pre-service Science Teachers Develop Their Teacher Knowledge? : A Qualitative Study Focusing on Teaching Practice in Schools
creator
Ochi, Takuya
subject
理科教師
教員養成教育
教育実習
教師知識
pedagogical content knowledge
Science Teacher
Pre-service Teacher Education/Training
Teaching Practice
Teacher Knowledge
NDC
Education
abstract
本稿では,教育実習生が教育実習を通じて獲得・発達させた知識の内実とその要因を考察することを目的とした。まず,先行研究の分析によって教師知識を解釈するための枠組みを規定した。次に,国立A大学B中学校において教育実習を行ったひとつの教育実習班を事例としてフィールドワークを実施し,授業観察,批評会への参加,およびインタビュー調査を行った。そして,インタビューに調査よって得られたデータを,SCAT(大谷,2008b,2011)を用いて質的に分析した。

分析によって得られた結果を,メンターの影響,他者の授業観察,自身の実践に対する省察の3つの視点から整理し,Gess-Newsome(2015)の教師知識モデルを用いて,①メンタリングや師範授業の観察によって(理科)授業観を形成し始め,その(理科)授業観に基づいて自身の授業実践や批評会,他者の授業観察を省察的に捉えることで,知識基礎を獲得・発達させている点,②他の教育実習生との協働によって,より省察的に教育実習を行うことが可能になっている点の2点を考察した。
abstract
This study aimed to explore the facts of what knowledge student teachers acquired/developed through teaching practice in schools, along with the primary factors behind this. First, a framework for interpreting teacher knowledge was stipulated through analysis of previous studies. Next, one teaching-practice group that trained student teachers in Lower Secondary School B Attached to National University A was selected to perform field work as a case. And also, we observed lessons, participated in reflective meeting/conference, and conducted interview survey. Then, the data that was gathered through the interview survey was analysed qualitatively with SCAT (Otani, 2008b, 2011).

The results gained through analysis were classified from three viewpoints: the influence of the mentor, observations on other student teachers’ lessons, and reflection on their own practice. Discussing with the model of teacher professional knowledge and skill by Gess-Newsome (2015) , the followings were pointed out: (1) knowledge base is acquired/developed by capturing reflectively their own classroom practice, reflective meeting/conference and observations of other student teachers based on their view of (science) lessons, which is begun to construct through educative mentoring and observations lessons by the mentor; and (2) collaboration with other student teachers enables to conduct teaching practice more reflectively.
description
本稿は,第64回日本理科教育学会中国支部大会において発表した内容を大幅に加筆・修正したものである。
journal title
学習システム研究
issue
Issue 3
start page
1
end page
12
date of issued
2016-03-31
publisher
学習システム促進研究センター (RIDLS)
issn
2189-9487
language
jpn
nii type
Journal Article
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2016 学習システム促進研究センター
department
Graduate School of Education
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