A Study on a Teacher Reflection Method by Presenting Differences between Lesson Plan and Actual Instructions

概要

論文の詳細を見る
Teacher Reflection on conducted lessons is an effective approach to improve the quality of planning and teaching. However, in practicality it is difficult to apply because it is a burden to carry out. This study is intended to develop a methodology to improve teaching quality effectively and efficiently by using information technology. As part of this study, we propose a Teacher Reflection method which teachers can carry out together with their everyday work. In our method, we focus on the differences between the original lesson plan and the actual instructions, which are based on the Double Loop instructional design process model. We then present these differences as the potential points to be reflected upon with the entire lesson process for teachers. By using our proposed method, teachers are expected to be able to reflect on the modified points in the lessons or inadequate points of the original lesson plan at a glance. Experimental reflective activities with our method confirmed that the presentation of differences is useful to recall the events in the conducted lessons and their causes. Compared to the conventional method, we also confirmed that the teacher could conduct the reflection while paying more attention to the contents and the process of teaching with our proposed method.