Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education Issue 67
2018-12-21 発行

理科教員養成における教育実習の意義に関する研究 : 理論と実践の統合の視点から

The Significance of Teaching Practice in Pre-service Science Teacher Education: Focusing on the Integration of Theory and Practice
Ochi, Takuya
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abstract
Teaching practice is a core part of pre-service teacher education/training, however, in Japan it is not regarded as an important activity compared with foreign countries because of the short period of teaching practice in Japan. The aim of this study is to explore what is the significance of teaching practice for science teacher education. For this purpose, first, the author analyzed previous literatures about teaching practice. Second, the author investigated how to integrate theory and practice from the international perspectives. As a result, the author found that integration of theory and practice has been emphasized coherently since the early 1950s, and the integration in teaching practice was important for prospective teachers to learn how to enhance their own teaching competencies toward continuing professional development. In addition, the author pointed out that CoRe, which is developed to explicit teacher’s knowledge, is quite effective to conduct teaching practice using pedagogical content knowledge (PCK) as a framework.
description
本研究の基盤となる考えは,日本理科教育学会第65回全国大会,日本理科教育学会第68回全国大会,および日本科学教育学会第42回年会において発表した。また,本研究で分析に用いた教育実習生のデータは,越智拓也『理科の教育実習生の教師知識の獲得と発達に関する研究』(広島大学大学院教育学研究科2015年度修士論文)の一部を加筆修正したものである。
subject
science education
pre-service teacher education/training
teaching practice
integration of theory and practice
pedagogical content knowledge (PCK)
理科教育
教員養成教育
教育実習
理論と実践の統合