模擬授業後の協議会における教師教育者のフィードバック改善にむけたセルフスタディ

学校教育実践学研究 29 巻 123-134 頁 2023-03-17 発行
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HiroshimaJSchEduc_29_123.pdf 1.29 MB 種類 : 全文
タイトル ( jpn )
模擬授業後の協議会における教師教育者のフィードバック改善にむけたセルフスタディ
タイトル ( eng )
Self-Study to Improve Teacher Educators’ Feedback in Post-Microteaching Consultation
作成者
松本 佑介
山本 佐江
収録物名
学校教育実践学研究
Hiroshima journal of school education
29
開始ページ 123
終了ページ 134
ページ数 12
収録物識別子
[ISSN] 1341-111X
[NCID] AN10491493
抄録
This study examines feedback as an activity performed by teacher educators, focusing on the importance of post-microteaching consultation for their professional development. By defining feedback as “a process through which learners make sense of information from various sources and use it to enhance their work or learning strategies”, we explore how learners can develop their agency. We engaged in collaborative, critical self-study through mutual interviews, the results of which were analyzed using the qualitative data analysis method, “SCAT” (Steps for Coding and Theorization). The results suggest that dialogue about feedback itself can lead to improvements in feedback quality, and that evidence-based dialogue deepens reflection. We also found that developing feedback literacy is important for educational practice, and that a need exists to create platforms for teacher educators to connect with each other.
著者キーワード
teacher educator
micro teaching
feedback
self-study
言語
日本語
資源タイプ 紀要論文
出版者
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
Center for School Education Research and Development, Graduate School of Humanities and Social Sciences, Hiroshima University
発行日 2023-03-17
出版タイプ Version of Record(出版社版。早期公開を含む)
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