教職の職業理解を目指した教師教育のデザイン研究―大学と教育現場の経験をつなぐSNSによる介入の効果― Design-Based Research of Teacher Education Aimed at Understanding the Teaching Profession: Effects of Interventions on the SNS for Connecting Campus and Field Experience

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New teachers who are shocked by real-world classroom situations—such as rules of the local school, human relationships in a shielded environment, and the reality of teaching children—tend to leave the workforce within a few years, and it has become necessary to educate student teachers in the universities with a focus on adaptive professional socialization of teachers (Zeichner & Gore, 1990) to overcome this problem. We have provided a SNS (Social Networking Service) where pre-service teachers can have a dialogue based on their report of experiences during their practice teaching. However, in order to promote the professional socialization of teachers, we designed a new SNS where experienced teachers can participate in a lesson. We then compared by year the effects of studying the changed lesson. We revised the design of the pre-teaching from the year 2010, and altered the lesson design of the pre-teaching for the year 2012, so that an experienced teacher can join face-to-face lessons and a university teacher and an experienced teacher waited to submit their comments to SNS until almost all students had submitted. As we aimed to increase submission of diaries and comments about professional socialization, we changed the classroom design in the year 2013, introducing storytelling about the image of their practice teaching, and the way of intervention in SNS by an experienced teacher. The results show an increase of diaries and comments which were submitted to SNS about "social behavior as professionals," "commitment towards work," "value and standpoint as teachers," "expectation and actuality of schools" and "efficacy".

収録刊行物

  • 科学教育研究

    科学教育研究 38(2), 117-134, 2014

    一般社団法人日本科学教育学会

各種コード

  • NII論文ID(NAID)
    110009818457
  • NII書誌ID(NCID)
    AN00036978
  • 本文言語コード
    JPN
  • ISSN
    0386-4553
  • NDL 記事登録ID
    025601721
  • NDL 請求記号
    Z7-1020
  • データ提供元
    NDL  NII-ELS  J-STAGE 
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