理科教員養成における教育実習生の教師知識の発達に関する質的研究

本稿では，教育実習生が教育実習を通じて獲得・発達させた知識の内実とその要因を考察することを目的とした。まず，先行研究の分析によって教師知識を解釈するための枠組みを規定した。次に，国立A大学B中学校において教育実習を行ったひとつの教育実習班を事例としてフィールドワークを実施し，授業観察，批評会への参加，およびインタビュー調査を行った。そして，インタビューに調査よって得られたデータを，SCAT（大谷，2008b，2011）を用いて質的に分析した。

分析によって得られた結果を，メンターの影響，他者の授業観察，自身の実践に対する省察の３つの視点から整理し，Gess-Newsome（2015）の教師知識モデルを用いて，①メンタリングや師範授業の観察によって（理科）授業観を形成し始め，その（理科）授業観に基づいて自身の授業実践や批評会，他者の授業観察を省察的に捉えることで，知識基礎を獲得・発達させている点，②他の教育実習生との協働によって，より省察的に教育実習を行うことが可能になっている点の２点を考察した。

This study aimed to explore the facts of what knowledge student teachers acquired/developed through teaching practice in schools, along with the primary factors behind this. First, a framework for interpreting teacher knowledge was stipulated through analysis of previous studies. Next, one teaching-practice group that trained student teachers in Lower Secondary School B Attached to National University A was selected to perform field work as a case. And also, we observed lessons, participated in reflective meeting/conference, and conducted interview survey. Then, the data that was gathered through the interview survey was analysed qualitatively with SCAT (Otani, 2008b, 2011).

The results gained through analysis were classified from three viewpoints: the influence of the mentor, observations on other student teachers’ lessons, and reflection on their own practice. Discussing with the model of teacher professional knowledge and skill by Gess-Newsome (2015) , the followings were pointed out: (1) knowledge base is acquired/developed by capturing reflectively their own classroom practice, reflective meeting/conference and observations of other student teachers based on their view of (science) lessons, which is begun to construct through educative mentoring and observations lessons by the mentor; and (2) collaboration with other student teachers enables to conduct teaching practice more reflectively.