理科を教えることに関する教師志望学生の学び : 省察的実践の事例分析をもとに開発した学習材の可能性

This study examined how learning materials developed through a case study of an elementary teacher’s reflective science teaching practice were effective for teacher trainees to learn to teach science. The results implied that the teaching materials are effective for such learning in the following points: teacher trainees had opportunities to think about problem situations in teaching practice by themselves. Furthermore, they were invited not only to compare practicing teacher reflection and their own thinking but also to recognize the characteristics of reflective teaching practice.