教職課程における「教科以外の活動の指導」に必要な資質能力に関する調査 : 教育実習担当教員への調査を通じて

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平成元年の教育職員免許法の改正以来，教職課程において生徒指導，特別活動，道徳教育など教科以外の活動の指導に関する教育内容・方法の改善が求められるようになった。教育実習生に必要な資質能力を明らかにし，教員養成教育や現職教育に資するため，平成15年7月に教育実習担当教員を対象とした調査を行った。結果として，特別活動，生徒指導，道徳教育の指導に必要な資質能力として，全体的に理論・知識が望まれていた。特別活動においては，学級活動，児童生徒会活動で理論・知識を望むものが最も多く，学校行事，クラブ・部活動においても，体験・経験の次に望まれていた。また，生徒指導・教育相談に関しては，児童生徒理解・現状把握，カウンセリング・教育相談に次いで，道徳教育においても，価値観・道徳観・人間性に次いで，理論・知識が望まれていることが明らかになった。A few surveys have done on the competence of student teachers in the field of guidance and counseling and extra-curricular activities. When the Teachers License Law was revised in 1989, students who wanted to obtain the teachers license needed to obtain credits in guidance and counseling and extra-curricular activities. In 1998, Teacher License Law was revised again, the more and different types of credits became needed. To determine the level of competence expected of student teachers in the field of guidance and counseling and extra-curricular activities, questionnaires were sent to 81 elementary school and 33 junior high schools of a medium-sized city in June 2003. 62 responses were received from the consultant teachers who were in charge of teaching practice. The results are as follows : (1) Most consultant teachers rated highly the attitude and behavior of student teachers in their teaching practice. However, they were not rated as highly on their group guidance ability. The consultant teachers expected the student teachers to consider the meanings and roles of a teacher, school and education in their pre-service education. (2) The consultant teachers expected student teachers to have learnt the educational theories and to put this knowledge to practice in the homeroom and in student activities. As for school events and club activities, most consultant teachers expected student teachers to widen their experiences, then learn the educational theories and expand their knowledge. In the field of guidance and counseling, the consultant teachers expected most of them to have a right understanding pupils and to apply this understanding to their counseling abilities. As for moral education, the student teachers were expected to have good moral values, a knowledge of educational theories and to improve their knowledge.

教職課程における「教科以外の活動の指導」に必要な資質能力に関する調査 : 教育実習担当教員への調査を通じて

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