ガッキュウ ケイエイ ノ イメージ オ メイカクカスル ジュギョウ ニオケル インセイ ノ ヘンヨウ ノ ジッタイ

In this paper, we reported how graduate students changed their concepts on classroom management between before and after taking a lecture “Practical Methodology of Classroom Management”, which was one of lectures for students of the Special Teacher Training Course, Graduate School of Education（Professional Degree Course）, Naruto University of Education. The course is for students who just graduated to develop their teaching competency. Eight students were participated in the lecture. The lecture was held on the first semester of the graduate school, which had 1 orientation and 7 lessons. In the first and second lessons, students filled in pre−questionnaire which asked students about their ideal classroom management and the ways to embody their ideal concepts, and discussed the issues. In the 6th and 7th lessons, the students again filled in the same questionnaire（post−questionnaire）and discussed the issues. In 3rd, 4th, and 5th lessons cases of classroom management were introduced and explained intentions of the teachers who practiced the cases. To examine effects of the lecture, results were compared between pre− and post−questionnaires. Their answers on an ideal classroom management were classified into five categories : ＜safety＞, ＜act to themselves＞, ＜self−esteem＞, ＜connect to environment＞, ＜etc.＞. And their answers on the ways to embody their ideal concepts were classified into six categories :［support children to have a sense of safety］,［develop children’s ability to communicate］,［develop children’s basic life customs and rules］,［support children to have self−esteem］,［collaboration among teachers］,［collaboration with parents, guardians, and local community］. On the results of an ideal classroom management, numbers of answers classified into each category did not change. On the other hand, the contents of answers became more sophisticated and clarified. For example, an answer of a student about ＜act to themselves＞ changed from “each pupil participates in classroom activity and class” for pre into “each pupil is a main actor/actress” for post. On the results of the answers on the ways to embody their ideal concepts, numbers of answers classified into［support children to have a sense of safety］was most, and numbers of answers classified into ［develop children’s ability to communicate］and into［develop children’s basic life customs and rules］followed. Almost of all answers were in these 3 categories. Students would consider these 3 categories as a way for ＜safety＞. In fact, ＜safety＞ is the most important factor of classroom management. In the next year’s lecture, we’ll start to facilitate students to consider deeply what ＜safety＞ is for pupils and students in this lecture in the next year. We’ll also try to facilitate them to consider concrete means to guarantee ＜safety＞. And we’ll give them advice that［collaboration among teachers］and［collaboration with parents, guardians, and local community］are important factor to guarantee ＜safety＞

ジュギョウ ノ ジュクタツカ ニオケル シテン ノ ヤクワリ

Based on the fact that the viewpoint bring to us not only the exterospecific information but also propriospecific information, it is suggested that understanding of the other person\u27s mind can be facilitated through the experience of his/her "view" by dispatching yourself to inside of that person. Therefore, we hypothesized that full understanding of the learner\u27s mind (feeling, perception and thinking process etc.) through the internal generation of his/her view by dispatching oneself to inside of that learner could be found on expertise of teaching. The results of exploratory study showed that students had difficulties in understanding of the children\u27s thinking process and could not appropriately generate the children\u27s view within themselves. In accordance with these findings, the expertise process of teaching and the educational methods in teacher training course were discussed

タベモノ ノ タビ : ケンコウ キョウイク ト リカ キョウイク ノ ティーム ティーチング

A nursing teacher and a science teacher carried out team teaching of health and science education. The nursing teacher has a special activity of health education in first grade of Fuzoku Elementary School. Aim of the activity is to alter their attitude (receptivity to be dirty) against feces. The nursing teacher stresses importance to check shape of their feces for health. Boys and girls checked shape of their feces for five days with their parents at their home. They discussed on shape of feces and health on the base of their results. In connection with this the science teacher tells subsequently about circulation of organic matters in nature. After this activity, it was confirmed that their attitude changed to better.国立情報学研究所『研究紀要公開支援事業』により電子化

ガクセイ ノ ジュギョウ ジッセンリョク コウジョウ オ メザシタ Reask モデル ノ コウチク

筆者らの属する教員養成のコースにおいては，授業力向上のために模擬授業による授業実践の演習の他，マイクロティーチングを複数の教員による集団指導体制の合同ゼミで行っている。それらの演習やマイクロティーチングを通して，全体的な授業力の向上は見られるものの，教師主導の授業から脱しきれない状況がある。そこで，本研究では，児童の思考に寄り添った授業を行う力を育成することをめざすReaskモデル構築のための考察を行う。Reaskモデルとは児童の意見に対してその意見の背景や根拠，経験などを再度問うことであり，それにより児童の思考の深化を図ると共にリアリティのある学習を実現することができると考える。In this research the authors tried to construct the Reask model which aims to develop pre-service teachers’ teaching competencies, especially the competency to conduct thought of schoolchildren and deepen their learning. Reask in the model means re-asking on background, reason, and related experience of the children’s responses to and opinions about asking by a teacher. It is assumed that Reask would deepen children’s thinking and make their learning to the one with actuality. In special teacher training course which is one section of the graduate school of Naruto University of Education, the authors give lectures, exercises, and seminars to graduate students who aim to be a teacher. For their professional development, the authors give students microteaching lessons in which a team of members of the course teach, as well as exercises where students practice trial lessons. Protocols of students’ lesson showed that a series of microteaching lessons developed their teaching competencies as a whole, but that they tended to give a one-way lecture without opportunities for children to think deeply. The authors analyzed the protocols and elaborated the Reask model by considering expected re-asking in student’ classes

キョウイン ヨウセイ ニオケル アクティブ ラーニング オ ジッセン スル リキリョウ ケイセイ ノ ココロミ

This research reported our trial on professional development for students in teacher education to practice self-involved, interactive and deep learning, i.e., “active learning”. Undergraduate and graduate students participated in a workshop where they solved a task to learn a concept of “design thinking” in a group of four. After the workshop ended, students were requested to answer questions which asked whether they worked actively, interactively, creatively, and so on. The results of the questionnaire and video-recorded data showed that students worked actively and interactively. But they did not act creatively so much: They did not try to generate or externalize as many ideas as possible, and did not stimulate members to show their ideas who had limited chances to speak. To make certain of their development to practice active learning, students should receive lectures on related contents like design thinking, brainstorming, and facilitation should be given to them. Moreover, students should get feedback on their own activities in the workshop and experience similar workshops with reflection repeatedly

コミュニケーション リテラシー ノ シドウ ガ グループ ガクシュウ ニ オヨボス コウカ

Transactive dialogue is the important factor to lead deepening of the thought through the discussion in small group learning and communication literacy is required to each member of the group so that the dialogue unfold actively. In this study, we attempted to enhance communication literacy of children in homeroom activities of elementary school and to use teaching strategies to promote transfer of the literacy to subject area learning. Results of the verification of effects showed that the total of utterance time and the number of operational transaction were increased and the quality of group discussion in the class improved than before. In addition, a characteristic of the dialogue development to lead deepening of the thought in group learning was revealed from an aspect of the expression of transaction

若手保育者の環境構成力の形成過程に関する研究 : キャリアステージという観点から

We conducted semi-structured interviews of eight new early childhood educational teachers with 1-3 years\u27 experience, analyzing them under the Grounded Theory Approach. Participants learned the basic theory of environment creation in university classes and applied it through practical training with teachers. Over the long-term course of one year, they learned to respond flexibly according to the situation while actually creating environments with children in the field and considering the balance between environment creation and direct assistance. Colleague teachers\u27 presence in this process is valuable. However, they sense differences, such as relationships with other classes and other grades, and balance or conflict between independence and intention occasionally develop. Therefore, examining new teachers\u27 processes for forming environment creation ability is important for improving teaches quality