Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education Issue 66
2017-12-22 発行

教育実習の経験の有無が学生の「リフレクション」に及ぼす影響に関する事例研究 : 教育実習の協議会における発言に着目して

Effect of Students’ Reflection on their Teaching Practice Experiences: Discussions during Case Conferences in Teaching Practice
Kawaguchi, Ryo
Nakagawa, Maiko
Maeda, Kazuma
The purpose of this study was to clarify the effect of reflecting by student A, who participated in a teaching practice. As a result, the following three points were clarified. First, student A made more comments at case conferences than student teacher B. Moreover, student A made more comments concerning “alternatives” in which students’ reflections appear in case conferences than student teacher B. Second, the students’ reflections at case conferences revealed a commonly shared viewpoint on “teaching skills”. Student A also held the viewpoint of an “approach to the objective” and that the content of the class was appropriate to the goal of the lesson. Regarding the difference between student A and student teacher B, it was suggested that the mentoring received by student A from mentor D during the teaching practice had some degree of influence. Third, both student A and student teacher B has difficulties with “schoolchild understanding” despite mentor D talking at case conferences about this issue. Based on these findings, it is suggested that it is difficult to engage in reflection that enables student to comprehend “schoolchild understanding” in teaching practice.
Teaching practice
Representation of practice