Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development Issue 64
2015-12-18 発行

初任者の資質能力形成に関する一考察 : 初任者・2年目教員・6年目教員・指導教員の比較を通して

A Study on Novice Teachers’ Development of Practical Qualities and Competencies : Through comparison between novices, 2nd years, 6th years, and mentors
Kubo, Kenji
This study compares and examines between consciousness of teachers with different length of teaching about professional development of practical qualities and competencies: 61 novices; 63 teachers with two years teaching experience; 67 teachers with six years teaching experience; 78 mentors. As a result of our examination, we reached following three conclusions: 1) The stably-required practical qualities and competencies have three factors structure and the temporarily-overrated ones have two factors structure. 2) Teachers consider increasingly that the basic competencies of learning instruction, designing children-centered lessons and general educational activities less need to be acquired by novices in a rushed way during their initial stages instead teachers need to acquire them gradually after those stages in association with the length of teaching experience. 3) Teachers tend to give a higher estimate how much novices acquire those competencies with increasing teaching experience and they might consider that they had already learned all basics during their initial stages; including the practical qualities and competencies they actually have acquired in their teaching years.
practical qualities and competencies
teaching experience