教員養成における省察の視点のメタ認知に関する研究 : 小学校理科の模擬授業を事例として

The purpose of this study was to evaluate activities to promote metacognition on perspectives of reflection as a student in trial teaching of elementary science. As a result of analyzing the protocol of the discussion activities, it was confirmed that students metacognitively recognized their own perspectives of reflection through considering the differences between their own comments and others', and analyzing those perspectives of reflection on some trial teaching. In addition, students identified their own problems of perspectives of reflection through the discussion. As a result of analyzing the text questionnaire, it was clarified that metacognitive description was found in most students' answers and they described their own problems of reflection. As a result of analyzing the rating scale questionnaire, students worked on activities from comparing their own opinions and others', then put together and reconsidered their ideas. In addition, positive description was confirmed in many students' answers of the brank of ‘request and feedback'.