Development and Operation of the Handbooks for Initial Teachers and Mentors (Ⅱ): The Results and Issues through the Use by Initial Teachers and Mentors

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Other Title
  • 初任者用実践的指導力向上ハンドブックと指導教員用初任者支援ハンドブックの開発と運用（2） : 初任者教員と指導教員による運用を通じた成果と課題
  • ショニンシャヨウ ジッセンテキ シドウリョク コウジョウ ハンドブック ト シドウ キョウインヨウ ショニンシャ シエン ハンドブック ノ カイハツ ト ウンヨウ(2)ショニンシャ キョウイン ト シドウ キョウイン ニ ヨル ウンヨウ オ ツウジタ セイカ ト カダイ

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Abstract

The purposes of this research are: (1) develop tools to innovate the learning environments of initial primary school teachers to grow as continuous learners, (2) examine their effectiveness to clarify the ways of initial teacher training. There are still many problems remaining e.g. the ability difference between mentors; connection of teacher trainings at on-site and out-side schools; learning environments for initial teachers. In response, we designed a standard of teaching competencies consists of eight categories and developed some tools accordingly: two handbooks for initial teachers and mentors; a teaching competencies rubric. We distributed these tools to all initial teachers and their mentors in Hiroshima prefecture to try them. Then we examined their effectiveness, possible uses, and development potential through a questionnaire survey targeting at only those who provided their consent its concept and method. The data from free descriptions was analyzed and considered by applying subject classification which is one of the text-mining approaches. As a result, we could extract their usage based on each teacher’s practice task and experience, effectiveness, and improvement potential. Our findings are beneficial as a fundamental material to consider about an effective support for initial teachers and their required competencies in contemporary world.

Journal

  • 学校教育実践学研究

    学校教育実践学研究 24 123-129, 2018-03-22

    広島大学大学院教育学研究科附属教育実践総合センター

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