小学校教員養成課程における視覚障害学生の支援に関する考察 : 教師の行く手を阻む学校文化の障壁に挑む体育科授業モデル

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  • Research into physical education coursework support in a teacher education program for a visually impaired university student : An elementary school class model that challenges barriers in school culture that obstruct teachers with disabilities
  • ショウガッコウ キョウイン ヨウセイ カテイ ニ オケル シカク ショウガイ ガクセイ ノ シエン ニ カンスル コウサツ : キョウシ ノ ユクテ オ ハバム ガッコウ ブンカ ノ ショウヘキ ニ イドム タイイクカ ジュギョウ モデル

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The purpose of this study is to create a coursework model for elementary school teacher training programs to support visually impaired university students intending to teach at mainstream elementary schools. In addition to a literature review, a visually impaired university student in an elementary school teacher-training program was selected and interviewed regarding the difficulties encountered during the teacher-training coursework. It was found that the student considered physical education classes to be the most challenging of all classes. It was indicated that special learning was needed due to the visually impaired student's prior learning experience. Secondly, we interviewed three visually impaired teachers working at mainstream schools, and identified we interviewed three visually impaired teachers working at mainstream schools, and identified stereotype of a "person with disabilities" creating an identity problem at the school. Additionally, the relationship with a normal-sighted colleague during team teaching could also create a scenario of "excluding people with disabilities" as "a hidden curriculum" and be passed on to students. Considering these findings, a model for physical education which supports a visually impaired student was created. Two students with normal sight cooperated with a visually impaired student, and a guidance plan for a team teaching lesson was made with the intention that a visually impaired student could teach at a mainstream elementary school. With the class model, we propose to offer a framework for normal sighted students and visually impaired students to collaborate during class. Such an educational device in a teacher-training course could potentially change the "school culture" which impedes visually impaired teachers in the long-term.

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