Content and semantic structure of student-teachers’ reflections after delivering trial lessons

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  • 教師役として模擬授業を実践する学生のリフレクションの内容と意味構造 : 教員養成課程の教科教育法に関する講義を事例として
  • キョウシヤク ト シテ モギ ジュギョウ オ ジッセン スル ガクセイ ノ リフレクション ノ ナイヨウ ト イミ コウゾウ : キョウイン ヨウセイ カテイ ノ キョウカ キョウイクホウ ニ カンスル コウギ オ ジレイ ト シテ

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Abstract

Teacher training courses have been attempted the trial lessons to foster students’ teaching skills in real educational practice. However, much remains unclear about how student-teachers reflect on them. The purpose of this study is to clarify the content and semantic structure of student-teachers’ reflections on their delivery of trial lessons, and to consider methods to resolve the issues identified. In the trial lessons, videos were recorded of the classroom and from the student-teacher’s subjective point of view. After that, the student-teachers reflected on the lesson while viewing an integrated recording that combined the two videos. The results showed that, although students were anxious and tense in their role as teachers, they had the awareness to employ a teaching method suitable to their students’ learning activities. In addition, student-teachers referred their board writing skills that were easily understood, time allocation appropriate for learning goals, and narrative-style for teaching subjective contents. Student-teachers also mentioned their failure to recover from their initial plans when lessons deviated due to their inadequacies in speaking ability or unanticipated events. Based on these results, it can be said that it is necessary to provide opportunities for students to acquire practical teaching skills, such as ways for questioning and writing on the board. Furthermore, this study suggested that it would be beneficial for students to learn unobservable values and beliefs concerning educational practice with others as topics in the reflections on trial lessons.

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