2026-03-07T15:01:41Z https://cur-ren.repo.nii.ac.jp/oai

oai:cur-ren.repo.nii.ac.jp:00000209 2023-05-15T11:51:56Z 2:6:17

A Student Teacher Training Program Renewal and an Analysis of Practical Instructional Competence of the Student Teachers Sasaki, Hironori Sasaki, Hironori 中国学園大学/中国短期大学 370 Teaching Practice Practical Instructional Competence Student Teacher Reflective Practitioner Teaching Practice Practical Instructional Competence Student Teacher Reflective Practitioner The faculty student teacher training course, which the author of this article belongs to, was looking for a model of a “teacher as a professional”. After discussion among faculty staff members, of a “reflective practitioner” model was introduced in 2014. Consequently, the faculty staff members developed a faculty student teacher training program which consisted of 15 lessons for 3rd and 4th grade student teachers. The staff members examined whether the program could facilitate their practical instructional competence. As a result, it became clear that the training program should be modified to help the student teachers to reflect on their practice more deeply and to explore their own solutions. Therefore in 2015, the faculty staff members renewed the training program. First of all, subject teaching competence, the student guidance competence and the management competence, which formed practical instructional competence, were broken down to concrete abilities. Secondly, the lesson contents of the training program were changed. Thirdly, the format of the journal was modified. The training program and the teaching practice of twenty-nine student teachers were carried out from April to July 2015. The effectiveness of the training program renewal was evaluated from a questionnaire about practical instructional competence and analysis of their journal notes. As a result of the questionnaire, all of the average scores concerning subject teaching competence and student guidance competence increased significantly. As a result of analyzing their journal notes, it was revealed that student teachers became able to reflect on their practice more deeply. Finally, it was suggested that the renewal of the training program could help the student teachers to reflect more effectively and was effective for improving practical instructional competence. 中国学園大学/中国短期大学 2016 eng departmental bulletin paper VoR https://cur-ren.repo.nii.ac.jp/records/209 1. MEXT, the Central Council of Education “The future teacher training and the license system as they ought to be(report)”, 2009 (in Japanese) http: //www. mext. go. jp/b_menu/shingi/chukyo/chukyo0/toushin/1212707. htm (2015/7/1 accessed) 2. Schön, D. A. , The reflective practitioner. How professionals think in action. New York: Basic books, 1983, p. 21. 3. Sato, M. , Study of educational methods. Tokyo: Iwanami Shoten, 1996, p 75 (in Japanese). 4. Sasaki, H., A Discussion on Concrete Image of “Teacher as a Professional” and Problems of Student Teaching. Chugokugakuen Journal, 14, 2015 5. Faculty of Children Studies, Chugokugakuen University, teaching practice journal, pp. 2︲3, 2015 (in Japanese) 6. Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6, pp. 205︲228. AA11806612 1348-1452 Chugokugakuen journal 15 1 8 https://cur-ren.repo.nii.ac.jp/record/209/files/15_001_008.pdf application/pdf 2.4 MB 2018-10-04