教育実習における授業技術の習得 : 「発問」を事例として

概要

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The purpose of this paper is to describe and analyze the development of teaching perspectives of teacher trainees, shedding light on the their interpretation of teacher question. The surveys were conducted four times in two-week teaching practicums held in a secondary school. During these periods, descriptive data was collected employing an ethnographic approach, including participant observation and interviews. As a result, it is found that the trainees develop their teaching perspectives in the interaction with their supervisors or other trainees(e.g. in conferences after their classes), and that they come to organize their ways of questioning as follows ; 1) to regard students as people teachers inspire to think in the class. 2) to think over the contents of questioning on the basis of the plan of the class. 3) to investigate the main point of the class.
広島大学の論文
2002-02-28