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Four Skills for Teaching:The Use of Targeted Higher-Level Thinking Instruction in a Pre-Service Teacher Training Course
https://meikai.repo.nii.ac.jp/records/2000155
https://meikai.repo.nii.ac.jp/records/20001552d6d0ace-d52e-47f9-8c5b-2c82aafb5e74
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
04 MOMOSE Mihoほか.pdf (1.4 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2024-04-11 | |||||
| タイトル | ||||||
| タイトル | Four Skills for Teaching:The Use of Targeted Higher-Level Thinking Instruction in a Pre-Service Teacher Training Course | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | critical thinking | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | reflective thinking | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | pre-service teacher training | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | integrated language skills | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題 | EFL course design | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者（英） | ||||||
| 姓名 | MOMOSE,Miho | |||||
| 言語 | en | |||||
| 著者（英） | ||||||
| 姓名 | HAYASHI,Patrizia M.J. | |||||
| 言語 | en | |||||
| 著者（英） | ||||||
| 姓名 | RODE,Tyson | |||||
| 言語 | en | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Pre-service English teachers in Japan are required to graduate with a CEFR B2 level of language proficiency and to be adept communicators who are able to impart 21st-century skills to their future students. In this article, three university EFL educators describe a new program for pre-service teachers aimed at supplementing their English teaching methodology courses by bringing theory into practice. A key objective of the teacher-trainer support center at the university was to implement a course for third-year students in which the students could practice critical and reflective thinking as well as become more familiar with cooperative, collaborative, digital, project-based, and performance-based teaching pedagogies. In order to meet this objective, the authors used an integrated task-based course design in combination with a sociological framework of higher-level thinking skills （Geertsen, 2003）. An overview of this program is discussed, including two integrated language task examples, followed by research findings from post-task reflections from the students. It was found that a strategic and targeted approach to critical and reflective thinking through integrated language tasks gives students opportunities to develop and practice 21st century skills in preparation for the EFL classroom. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 明海大学教職課程センター研究紀要 en : Bulletin of Meikai Teacher-Training Support Center 号 7, p. 15-26, 発行日 2024-03-31 |
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| 出版者 | ||||||
| 出版者 | 明海大学教職課程センター研究紀要編集委員会 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 2434-1592 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | AM | |||||
| 出版タイプResource | http://purl.org/coar/version/c_ab4af688f83e57aa | |||||
