授業観察実習が教師志望学生の教授行動に関するメタ認知的知識に及ぼす影響

The Influences of the Pre-Teaching Practice Focusing on Observation Lessons Upon the Change of Intending Teachers' Meta-Cognitive Knowledge of Teaching

Chujo Kazumitsu

Isozaki Tetsuo

Fujiki Daisuke

Yoneda Norio

日本教育工学会論文誌

授業観察実習が教師志望学生の教授行動に関するメタ認知的知識に及ぼす影響を検討した.研究事例としたカリキュラムは,広島大学教育学部第2類自然系コース(理科教員養成コース)のものであった.同コースの学生の半数は3年次前期に教育実習事前指導として授業観察を主たる内容とする実習を受講し,残りの半数は後期に受講する.そこで,前期受講者を参加群,残りを統制群として,前期実習の前後に自主学習用教材作成のメタ認知的知識を調査し,実習参加の影響を調べた.また,同様の調査を実習校の教員にも実施した.結果より,実習参加によって,自主的,主体的学習を生徒に促すことを重視する生徒中心の授業観から,授業を生徒との共同行為と捉えて運営することを重視する授業観に変容することが示唆された.また,実習によって,参加群の授業観が,現職教員の実践的授業観に近づいたことが示唆された.

We investigated whether the changes of intending teachers' meta-cognitive knowledge of teaching was influenced by attending the pre-teaching practice focusing on observation lessons. The pre-teaching practice delivered by Faculty of Education, Hiroshima University to be examined and researched as a study case. Participants were 56 students who belonged to Program in Science Education. The 30 students attended the pre-teaching practice. The rest of students were a control group. Participants were asked for what was important to make the learning material of science before observing lessons, and after observing lessons.

The results showed that the matters valued in making learning material changed from "encouraging the learning independently" into "preparing the learning materials in consideration of student's ability and study situation" by the pre-teaching practice. We could point out that these results were interpreted that the intending teachers obtained the practical views of teaching similar to in-service teachers.

授業観察

教育実習事前指導

メタ認知

教授行動のメタ認知的知識

OBSERVATION ON LESSONS

PRE-SERVICE FOR TEACHING PRACTICE

META-COGNITION

META-COGNITIVE KNOWLEDGE OF TEACHING

Education [ 370 ]

jpn

日本教育工学会

[ISSN] 1349-8290

[NCID] AA11964147