アカデミック日本語教室の実践を経た大学院生の内省 : PAC分析からの考察

概要

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In this article, we discuss how the three graduate students of teaching Japanese as a second language (hereafter JSL), two of whom are this paper’s authors, reflected themselves regarding their JSL teaching for academic purpose to “ Research Students (future graduate students)”. The class activities in this program focused on the process of how to write a research plan. We recruited the students, arranged syllabus for the program by ourselves, and adopted team teaching from the beginning to the end. Our reflection regarding this program was examined by personal attitude construct analysis. The result showed that after finishing the program we reflected on team teaching, significance of creating the program from scratch, and improvement for the next practice. In addition, we came to recognize our beliefs as a teacher, researcher, and graduate student during the practice. Finally, we did not only earn knowledge for being a teacher, but also gained insight into our own research and academic life through the program. As a result, this study gives an implication that running the program is effective for graduate students to integrate their recognitions of being a researcher and a practitioner.
2010-03-31