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ID 48918
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A Qualitative Analysis of the Class Cycle of Careers Education Subjects Focused on the Process of Changing their Teachers’ Recognition: Adapting the M-GTA method
著者
宮田 弘一
抄録(英)
The purpose of this research is to trace the changing recognition process of careers education teachers in the class cycle (design-performance-estimate), and to reveal new qualitative insights into the careers education subjects from a supply (the teacher in charge) side.
The results of the analysis were as follows: The recognition cycle of teachers starts from imparting a growing consciousness of the students. As a starting point, they design the class contents to conform with a frame of reference associated with their careers education theory. This frame of reference also has an influence on their teaching method. Subsequently, they encounter unexpected interactions with the students, but they remain convinced of their own tuition's success.
This feeling of success is a turning point, and the trigger of an understanding that a systematic careers education is necessary for students’ career formation, and the recognition that the relevant content of one class overlaps, or is connected with, the content of other classes. Indeed, careers education is linked to each subjects in an inter-disciplinary manner.
The above description is of the class-time cycle which is focused on the process by which the recognition of careers education teachers changes.
掲載誌名
大学論集
52号
開始ページ
51
終了ページ
66
出版年月日
2020-03
出版者
広島大学高等教育研究開発センター
ISSN
0302-0142
NCID
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2020 by Author
部局名
高等教育研究開発センター
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