この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/48471
広島大学大学院教育学研究科紀要. 第二部, 文化教育開発関連領域 Issue 68
published_at 2019-12-20
メンタリングを通した若手日本史教師の変容 : 授業を変える基盤となる教科観の省察に着目して
The Transformation of Young Japanese History Teachers Through Mentoring: Reflections on Teachers’ Perspectives of their Subject as a Basis for Changing Lessons
Ishikawa Teruko
Abstract
This study practically clarifies the inner transformation of mentees on how, through mentoring, young Japanese history teachers perceive their subject and how they attempt to improve their lessons based on their perceptions. In doing so, the educational possibilities for currently working teachers, which is based on the teachers’ reflections on their perception of their subject, are elucidated. The results show that the gap between what was learned at university and practice in the field suggests the possibility of recovery in the “washed out” perspectives about their subject developed during their teacher-training period. As two mentees were mentored, they explored their perspectives about their subject and the ideal profile of a history teacher, by reflecting on their prior training and education. In addition, it is difficult for currently working teachers to “refresh” their perspectives about their subject. As well as the difficulty completing adult education, this result also suggests the importance of the teachers’ initial university studies. Consequently, it is vital to ensure continuity in the training and development of history teachers.
About This Article
Keywords
Teacher Education
Mentoring
Japanese history education
教師教育
メンタリング
日本史教育
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