ダイガク　キョウイン　ノ　ガクシキ　ヲ　マナブ　プレ　FD　プログラム　ノ　ヒョウカ　オオサカ　ダイガク　ミライ　ノ　ダイガク　キョウイン　ヨウセイ　プログラム　ダイガク　ジュギョウ　カイハツ　ロン３　ヲ　ジレイ　ニ

Abstract

本稿では，将来大学教員を目指す大学院生が，大学教員の学識を学ぶためのプレFDプログラムである「大学授業開発論Ⅲ」の評価を行うことが目的である．本授業では，大学院生が将来大学教員になった際，自分自身で授業を分析，改善していける能力を身につけるために，1）教育・研究・社会貢献の抱負の作成，2）教育・研究・社会貢献の領域の統合，3）教育実践研究の計画作成を実施した．調査結果から，履修生はいずれの年度においても，高い満足感を持っており，それぞれの学習活動において到達目標に掲げられた能力は概ね習得したと実感していることが明らかになった．教育・研究・社会貢献の抱負の作成と統合の活動は，回顧的な意味付け，新たな観点の習得，そして大学教授職のキャリアへの接続という気づきをもたらした．また，教育実践研究の計画作成は，教育経験とその成果に関連があり，自分自身の学問分野と教育実践研究の関連性のきづきや，自らの業績にプラスになると考えていることが確認された．The purpose of this paper is to design, practice, and assessment “Course Design and Teaching III,” a Preparing Future Faculty Program to learning university faculty’s scholarship for graduate students who aspire to become future university faculty and also those who aim to become faculty members who will continuously contribute in improving education system. The subject of this study, “Course Design and Teaching”, is one of the courses in the Osaka University Future Faculty Program established in 2015. In this course, we design and practice the following activities to enable the students to improve their own teaching when they become faculty members in the future: 1. Creating goals for education, research, and social contribution. 2. Designing and implementing the integration of different areas in education, research and social contribution. 3. Creating plans for educational practice research. Our data has confirmed that students from each year starting from 2015 have expressed their satisfaction in the program and they also felt that they have achieved their learning goals in every learning activity. The activities of creating and integrating goals for teaching, research, and social contribution led to the realization of retrospective meaning making, acquisition of new perspectives, and connection to career. The planning of educational practice research was positively associated with the impact on one's own practice, relevance to research, and discipline characteristics, and negatively associated with lack of conceptual understanding and time limitations.教育実践レポー