この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/18414
広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 Issue 50
published_at 2002-02-28
教育実習における授業技術の習得 : 「発問」を事例として
A Fieldwork Study on The Development of Teaching Perspectives of Teacher Trainees : A Case of The Teacher Question
Hashimoto Hiroki
Abstract
The purpose of this paper is to describe and analyze the development of teaching perspectives of teacher trainees, shedding light on the their interpretation of teacher question. The surveys were conducted four times in two-week teaching practicums held in a secondary school. During these periods, descriptive data was collected employing an ethnographic approach, including participant observation and interviews. As a result, it is found that the trainees develop their teaching perspectives in the interaction with their supervisors or other trainees(e.g. in conferences after their classes), and that they come to organize their ways of questioning as follows ; 1) to regard students as people teachers inspire to think in the class. 2) to think over the contents of questioning on the basis of the plan of the class. 3) to investigate the main point of the class.
About This Article
Keywords
教育実習
授業技術
発問
教育実習生
Teaching Practicum
Teaching Perspective
Teacher Trainee
Other Article
PP. 151 - 158
PP. 159 - 165