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Developing a Procedure to Assist Student Teachers to Recognize Gains in Their Practical Knowledge During Teaching Practice
https://doi.org/10.24770/00001034
https://doi.org/10.24770/00001034eb7464e0-00d7-4c33-8576-8fbf5459dad8
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
17_011_016.pdf (618.0 kB)
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Copyright (c) 2018 by Chugokugakuen University and Chugoku Junior College
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2019-07-01 | |||||||||
| タイトル | ||||||||||
| タイトル | Developing a Procedure to Assist Student Teachers to Recognize Gains in Their Practical Knowledge During Teaching Practice | |||||||||
| タイトル | ||||||||||
| タイトル | Developing a Procedure to Assist Student Teachers to Recognize Gains in Their Practical Knowledge During Teaching Practice | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Student teaching | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Practical knowledge | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Journal | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Professional development | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.24770/00001034 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
Sasaki, Hironori
× Sasaki, Hironori
× Sasaki, Hironori
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | The Faculty Student Teacher Professional Development (FSTPD) course, which the author of this article teaches, was looking for an “on-going learning professional teacher model” and decided to introduce a “reflective practitioner model” in 2014. Therefore, the faculty developed the FSTPD program for student teachers. To examine whether the program enhanced their competency, researchers analyzed their journal notes and it was concluded that they had gained the necessary practical knowledge. However, the analysis was carried out by only two researchers in the faculty and did not investigate whether the student teachers themselves were convinced that they had become more reflective. Opportunities to find and recognize reflective episodes were needed for the student teachers, so there was a need to develop a procedure which, it was assumed, would assist the student teachers to recognize that they had gained practical knowledge through reflection. Dimova & Kamarska (2015) reorganized Dewey’s phases of inquiry into three situations and six steps. These phases of inquiry were taught to, and used by the student teachers to assist them in gaining the necessary practical knowledge. A procedure was developed to help them to arrange their episodes of reflection during teaching practice according to the phases of inquiry. This study shows the development of a procedure using the phases of inquiry and investigates whether it assisted student teachers to recognize their gains in practical knowledge. After a four-week period of teaching practice in elementary schools, a procedure was trialed. Twenty undergraduate student teachers were asked to consider their reflective episodes via a newly developed worksheet-based procedure. Finally, 21 worksheets were collected (one student teacher wrote two worksheets). There were various kinds of practical knowledge which the student teachers realized they had gained. Faculty staff with relevant teaching experience indicated that almost all were appropriate. | |||||||||
| 書誌情報 |
CHUGOKUGAKUEN Journal en : CHUGOKUGAKUEN Journal 巻 17, p. 11-16, 発行日 2018 |
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| 出版者（英） | ||||||||||
| en | ||||||||||
| Chugokugakuen University / Chugoku Junior College | ||||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1348-1452 | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11806612 | |||||||||
| 権利 | ||||||||||
| 権利情報 | 中国学園大学/中国短期大学 | |||||||||
| 情報源 | ||||||||||
| 関連名称 | Dimova, Y., & Kamarska, K. (2015). Rediscovering John Dewey’s model of learning through reflective inquiry. Problems of Education in the 21st century, 63, pp. 29-39. | |||||||||
| 情報源 | ||||||||||
| 関連名称 | MEXT. (2012). 教職生活の全体を通じた教員の資質能力の総合的な向上方策について[Comprehensive measures to improve teachers’competency through whole teaching profession are required]. http://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2012/08/30/1325094_1.pdf (in Japanese). | |||||||||
| 情報源 | ||||||||||
| 関連名称 | Sasaki, H. (2015). 「専門職としての教師」の具体像の検討と小学校教育実習の課題 ～反省的実践家としての専門的力量形成を目指して～ [A discussion on concrete image of “Teacher as a professional” and problems of student teaching]. Chugokugakuen Journal, 14, pp. 153-161. (in Japanese). | |||||||||
| 情報源 | ||||||||||
| 関連名称 | Sasaki, H. (2016). A student teacher training program renewal and an analysis of practical instructional competence of the student teachers. Chugokugakuen Journal, 15, pp. 1-8. | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 日本十進分類法 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 373 | |||||||||
