日本語教育実習における他者への評価と他者からの評価に関する研究

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  • <研究論文>日本語教育実習における他者への評価と他者からの評価に関する研究
  • ニホンゴ キョウイク ジッシュウ ニ オケル タシャ エ ノ ヒョウカ ト タシャ カラ ノ ヒョウカ ニ カンスル ケンキュウ

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In Japanese language teaching, practice performance is an integral part of the training course for trainee teachers. Here, the focus has been placed on the “Reflective Approach”. In this study, an analysis was performed on the results of an investigation on the hypothesis that trainee teachers who tend to give low evaluations of peers might be rigorous about teaching methods, and thus may deliver classes based on a “Reflective Approach”. As a result, it was posited that the trainees who gave low scoring evaluations to peers might receive highly ranked evaluations from their peers. On the other hand, those who gave high evaluations might receive low evaluations to contrary. It may be the case that the trainees who tended to evaluate others highly had little self-confidence in their own teaching practice, and further, other peers also exhibited a similar tendency. Consequently, we consider it important to try to remove anxiety factors for trainees through peer activities and give the Japanese language teachers a higher understanding and confidence in the efficacy of their lesson plans and learning materials.

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