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 Volume 29 Page 123-134 published_at 2023-03-17
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Title ( 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
Title ( eng )
Self-Study to Improve Teacher Educators’ Feedback in Post-Microteaching Consultation
Creator
Matsumoto Yusuke
Yamamoto Sae
Source Title
学校教育実践学研究
Hiroshima journal of school education
Volume 29
Start Page 123
End Page 134
Number of Pages 12
Journal Identifire
[ISSN] 1341-111X
[NCID] AN10491493
Abstract
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.
Keywords
teacher educator
micro teaching
feedback
self-study
Language
jpn
Resource Type departmental bulletin paper
Publisher
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
Date of Issued 2023-03-17
Publish Type Version of Record
Access Rights open access