学校ベースの教師教育者は教育実習指導経験をいかに意味づけているのか : 4名の教師への相互インタビューを通して

A narrative Inquiry on Teaching Practice Instruction for School-based Teacher Educators

Miyamoto Yuichi

Awatani Yoshiko

Ishikawa Teruko

Nishimura Yutaka

Fukami Tomokazu

Morozumi Ryohei

学校教育実践学研究

Hiroshima journal of school education

[ISSN] 1341-111X

[NCID] AN10491493

While teaching practice in school for pre-service teachers currently gains more attention by researchers who find positive effects for mentors, it has not been focused yet how teaching practice instruction could be the arena of professional development for school-based teacher educators. To discuss the importance of fostering professional development of school-based teacher educators through teaching practice in school, this paper held an interview with four teacher educators who experienced growth through teaching practice instruction. Through the analysis of their narratives of how they view teaching practice instruction, experience-based learning process to be a teacher educator was found with four key categories. This paper then reconstructed experiential learning model: Those key categories played important roles for proceeding experiential learning cycle that indicates strategies for the professional development.

Teaching practice instruction

teacher educator

experiential learning

Professional development for teacher educator

jpn

広島大学大学院人間社会科学研究科附属教育実践総合センター

[ISSN] 1341-111X

[NCID] AN10491493