{"created":"2023-05-15T11:34:44.912175+00:00","id":1103,"links":{},"metadata":{"_buckets":{"deposit":"8062d9db-baf7-4f62-b24e-248f9fde0d16"},"_deposit":{"created_by":4,"id":"1103","owners":[4],"pid":{"revision_id":0,"type":"depid","value":"1103"},"status":"published"},"_oai":{"id":"oai:cur-ren.repo.nii.ac.jp:00001103","sets":["2:5:99"]},"author_link":["7826","7825"],"item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2019-06-16","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"18","bibliographicPageEnd":"144","bibliographicPageStart":"135","bibliographic_titles":[{"bibliographic_title":"中国学園紀要"},{"bibliographic_title":"Journal of Chugokugakuen","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"　本研究は，教員養成課程において，小学生への英語指導後に実施した刺激再生法を用いた省察で，指導教員による媒介(mediation)や，学生と指導教員間の間主観性(intersubjectivity)の構築過程を，社会文化理論の視点から明らかにすることが目的である。分析方法は，社会文化的談話分析 (Mercer, 2004)を採用し，「児童英語演習」を履修する2年生10名が，４グループに分かれて実施した4回の授業実践に基づく省察過程を分析した。そこでは，認知・情動プロセスの中で，実習生のビリーフと教室の現実との間にズレが生じていた。分析の結果，指導教員が学生の認知や情動面に寄り添い共感しながら両者で対話する過程で，ズレやその原因の引き出し，代替案とその背後にある教育的意図の引き出し，知識や教育的源泉の意識化といった，「概念で思考する」(Johnson, 2009)ための媒介を通して間主観性を協同構築することにより，ズレが専門性発達の「成長点 (growth point)」(Johnson & Golombek, 2016)となる可能性があることがわかった。ズレを起点とし概念を協同構築する媒介を伴った実践・調査・研究が求められる。","subitem_description_type":"Abstract"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.24770/00001095","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"中国学園大学/中国短期大学"}]},"item_10002_relation_16":{"attribute_name":"情報源","attribute_value_mlt":[{"subitem_relation_name":[{"subitem_relation_name_text":"Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In Boud, D., Keogh, R. & Walker, D. (Eds.), Reflection: Turning experience into learning, (pp. 18-40). London: Routledge "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. New York: Routledge. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development, TESOL Quarterly, 46, 435-449. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Brandt, C. (2006). Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal, 60(4), 355-364. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29(2), 177-195. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Richardson, V. (2003). Preservice teachers’ beliefs. In James Raths and Amy C. McAninch (Eds.), Teacher beliefs and classroomperformance: The impact of teacher education, ( pp.1-22 ) . Greenwich: Information Age Publishing Inc.  "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Richardson-Koehler, V. (1988). Barriers to the effective supervision of student teaching: A field study. Journal of Teacher Education, 39(2), 28-34. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Urmston, A. (2003). Learning to teach English in Hong Kong: The opinions of teachers in training. Language and Education, 17(2), 112-137. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Cabaroglu, N., & Roberts, J. (2000). Development in student teachers' pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402. 11）"}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Gelfuso, A., & Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1-11. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching and teacher education, 23(8), 1272-1288. Chicago; Elsevier Ltd.  "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Tang, E. L. Y., Lee, J. C. K., & Chun, C. K. W. (2012). 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"}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Kamwangamalu, N. M. (2010). Multilingualism andcodeswitching in education. Sociolinguistics andlanguage education, (pp. 116-142) In Nacy H.Hornberger and Sadra Lee McKay (Eds.), Bristol:Multilingual Matters Ltd. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Üstünel, E. (2016). EFL classroom code-switching. London: Springer Nature. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Hawkins, S. J. (2015). Guilt, missed opportunities and false role models: A look at perceptions and use of the first language in English teaching in Japan. JALT Journal, 37(1), 29-42. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Kang, D. M. (2013). EFL teachers' language use forclassroom discipline: A look at complex interplay ofvariables. System, 41(1), 149-163. "}]},{"subitem_relation_name":[{"subitem_relation_name_text":"Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York: Routledge."}]}]},"item_10002_rights_15":{"attribute_name":"権利","attribute_value_mlt":[{"subitem_rights":"中国学園大学/中国短期大学"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA11806598","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1347-9350","subitem_source_identifier_type":"ISSN"}]},"item_10002_subject_21":{"attribute_name":"日本十進分類法","attribute_value_mlt":[{"subitem_subject":"373","subitem_subject_scheme":"NDC"}]},"item_10002_text_24":{"attribute_name":"出版者（英）","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Chugokugakuen University / Chugoku Junior College"}]},"item_10002_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_970fb48d4fbd8a85","subitem_version_type":"VoR"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"藤井, 佐代子"},{"creatorName":"フジイ, サヨコ","creatorNameLang":"ja-Kana"}],"nameIdentifiers":[{}]},{"creatorNames":[{"creatorName":"Fujii, Sayoko","creatorNameLang":"en"}],"nameIdentifiers":[{}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2021-10-28"}],"displaytype":"detail","filename":"w018_135_144.pdf","filesize":[{"value":"1.3 MB"}],"format":"application/pdf","license_note":"Copyright (c) 2019 by Chugokugakuen University and Chugoku Junior College","licensetype":"license_note","mimetype":"application/pdf","url":{"label":"w018_135_144","url":"https://cur-ren.repo.nii.ac.jp/record/1103/files/w018_135_144.pdf"},"version_id":"5adb13d7-d8c2-4f19-99a2-110a51a6a15a"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"小学校教員養成｜外国語｜省察｜媒介｜間主観性｜社会文化理論","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"省察過程における指導教員の指導・援助と専門性の発達 －小学生への英語授業の実践を通して－","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"省察過程における指導教員の指導・援助と専門性の発達 －小学生への英語授業の実践を通して－"},{"subitem_title":"Teacher Educator’s Mediation for Pre-service Teachers’ Professional Development in the Process of Reflection －Based on English Lessons with Elementary Students －","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"4","path":["99"],"pubdate":{"attribute_name":"公開日","attribute_value":"2021-10-28"},"publish_date":"2021-10-28","publish_status":"0","recid":"1103","relation_version_is_last":true,"title":["省察過程における指導教員の指導・援助と専門性の発達 －小学生への英語授業の実践を通して－"],"weko_creator_id":"4","weko_shared_id":-1},"updated":"2023-05-15T11:46:14.961677+00:00"}