教員養成初期段階の臨床経験科目における学生の課題意識

• 谷塚 光典

  信州大学

書誌事項

タイトル別名

• Challenges Facing Preservice Teachers before and during an Introductory Fieldwork Course:
• 教員養成初期段階の臨床経験科目における学生の課題意識--INTASCスタンダードによる分析を通して
• キョウイン ヨウセイ ショキ ダンカイ ノ リンショウ ケイケン カモク ニ オケル ガクセイ ノ カダイ イシキ INTASC スタンダード ニ ヨル ブンセキ オ トオシテ
• An Analysis with INTASC Standards
• ―INTASCスタンダードによる分析を通して―

抄録

  Clinical fieldwork courses have been increasingly introduced into preservice teacher education curricula in Japan since the 1990s, as teacher educators consider clinical experience provided by teacher preparation programs to be important for prospective teachers, especially freshmen.   This article analyzes the goals and challenges of preservice teachers before and during their introductory fieldwork course in accordance with INTASC（Interstate New Teacher Assessment and Support Consortium）Standards, and also uses the text mining tool “TRUSTIA”. Before starting this course in the spring semester, freshmen in the Faculty of Education write essays on their personal goals and the challenges they want to learn about and experience on the course. Analysis revealed that they focus on “Communication”, “Reflection and Professional Development”, and “Student Learning”, and less on “Assessment” and “Content Knowledge”.   In the fall semester, they then write essays on their reflections of their fieldwork and state their revised goals and challenges for the fall semester. Analysis revealed that they continue to focus on “Communication”, and “Reflection and Professional Development”, but have now, however, begun to pay attention to “Instructional Strategies”.   The implications for teacher education program reform include that 1）preservice teachers should be provided with sufficient opportunities to communicate with children, 2）teaching portfolios should facilitate their reflection, and 3）they may need to attend courses on introductory methods and content area at an early stage in their training.

収録刊行物

• 日本教師教育学会年報

  日本教師教育学会年報 18 (0), 118-127, 2009-10-03

  日本教師教育学会

キーワード

• preservice teacher education
• reflection
• INTASC Standards
• teaching portfolio
• qualitative analysis

詳細情報

• CRID: 1391131406290259840
• NII論文ID: 130007956805
• NII書誌ID: AN10407522
• DOI: 10.32292/jsste.18.0_118
• ISSN: 24348562
• ISSN: 13437186
• NDL書誌ID: 10471936
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I10471936
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • NDL
  • CiNii Articles
  • KAKEN
• 抄録ライセンスフラグ: 使用不可