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日本語教員養成における継続的実践がもたらす学生の成長 : 「教育実践力」と「教師として成長する力」の側面から
https://meikai.repo.nii.ac.jp/records/862
https://meikai.repo.nii.ac.jp/records/86296b622cd-859f-4b50-8d52-23c5f5df2bbb
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文 (2.7 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-07-15 | |||||
| タイトル | ||||||
| タイトル | 日本語教員養成における継続的実践がもたらす学生の成長 : 「教育実践力」と「教師として成長する力」の側面から | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Students’ Growth Through Continuous Practice in Japanese Teacher Training : from the Aspect of Teaching Ability and Growth Ability as a Teacher | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 日本語指導が必要な生徒 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 教育実習 | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | 多文化教員養成モデル | |||||
| キーワード | ||||||
| 言語 | ja | |||||
| 主題Scheme | Other | |||||
| 主題 | ALACTモデル | |||||
| 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 |
木山, 三佳
× 木山, 三佳× Kiyama, Mika |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | In traditional teacher training, there are few practice opportunities which made a problem of divergence between theory and practice. Hence, I adopted a realistic approach that emphasizes learning by experience in the teaching practice class. Students participate in ongoing Japanese language support activities and learn theory in class simultaneously. In this paper, I used the framework of the multicultural teacher training model（Saito et al. 2011） to investigate and analyze the studentsʼ growth from the aspect of teaching ability and growth ability as a teacher. The survey was conducted on 18 university students（13 third graders, 5 fourth graders）. The transition of the evaluation scores of the mock lessons was compared between the groups with the level of experience. As a result, it was shown that, in the group with many hands-on experience, there is improvement in questioning ability and stability of evaluation that is not influenced by the theme of the class. We also conducted a qualitative analysis of the free description of foreign language teaching beliefs. As a result, experienced students proceeded through the ALACT process and recognized the importance of their motivation. This implies that continuous hands-on experience promotes the ability to grow as a teacher. | |||||
| 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 2, p. 25-35, 発行日 2019-03 |
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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 | |||||
