教育実習生の授業評価観の変容 : 高等学校理科の事例

• 資料種別: 記事
• タイトル: 教育実習生の授業評価観の変容 : 高等学校理科の事例
• 著者・編者: 中里 春菜
• 著者標目: 中里 春菜
• 並列タイトル等: Transforming a Student Teacher's View on Lesson Evaluation : A Secondary School Science Department Case Study
• タイトル（掲載誌）: 教育学研究ジャーナル = The journal of educational research / 中国四国教育学会 編
• 巻号年月日等（掲載誌）: (18):2016.3
• 掲載号: 18
• 掲載ページ: 21-30
• 掲載年月日（W3CDTF）: 2016-03
• ISSN（掲載誌）: 1349-5836
• ISSN-L（掲載誌）: 1349-5836
• 出版事項（掲載誌）: [東広島] : 中国四国教育学会
• 出版地（国名コード）: JP
• 本文の言語コード: jpn
• NDLC: ZF1
• 対象利用者: 一般
• 所蔵機関: 国立国会図書館
• 請求記号: Z71-N345
• 連携機関・データベース: 国立国会図書館 : 国立国会図書館雑誌記事索引; https://ndlsearch.ndl.go.jp
• 書誌ID（NDLBibID）: 027204231; http://id.ndl.go.jp/bib/027204231
• 整理区分コード: 632

• 要約等: <p>This study aims to reveal how and under what conditions a student teacher develops views on lesson evaluation. Observing a student teacher during a two-week teaching practicum in Japan, with a focus on the content of post-lesson discussion, allowed the researcher to model the development of views through the application of the transformative learning theory proposed by Mezirow(1991). Three types of learning were identified, and the conditions necessary for generating that learning were also revealed. This study makes three important suggestions regarding the stimulation of student teachers' transformative learning through post-lesson discussion. The first key is to critically question a premise, such as what and how the lesson was planned. The second key is to present critical or concrete ideas instead of providing ambiguous remarks. The third key is to communicate well to generate the three types of learning. The implications should be applied accordingly with regard to the local context and should be flexible to any situation in international cooperation in education.</p>
• DOI: 10.20677/csssej.18.0_21
• オンライン閲覧公開範囲: インターネット公開
• 連携機関・データベース: 科学技術振興機構 : J-STAGE; http://www.jstage.jst.go.jp

• 要約等: <p>This study aims to reveal how and under what conditions a student teacher develops views on lesson evaluation. Observing a student teacher during a two-week teaching practicum in Japan, with a focus on the content of post-lesson discussion, allowed the researcher to model the development of views through the application of the transformative learning theory proposed by Mezirow(1991). Three types of learning were identified, and the conditions necessary for generating that learning were also revealed. This study makes three important suggestions regarding the stimulation of student teachers' transformative learning through post-lesson discussion. The first key is to critically question a premise, such as what and how the lesson was planned. The second key is to present critical or concrete ideas instead of providing ambiguous remarks. The third key is to communicate well to generate the three types of learning. The implications should be applied accordingly with regard to the local context and should be flexible to any situation in international cooperation in education.</p>
• DOI: 10.20677/csssej.18.0_21; https://doi.org/10.20677/csssej.18.0_21
• 関連情報（URI）: http://id.ndl.go.jp/bib/027204231; https://ndlsearch.ndl.go.jp/books/R000000004-I027204231
• 連携機関・データベース: 国立情報学研究所 : CiNii Research; https://cir.nii.ac.jp/
• 提供元機関・データベース: Japan Link Center; https://japanlinkcenter.org/top; 雑誌記事索引データベース; https://ndlsearch.ndl.go.jp; CiNii Articles
• 書誌ID（NDLBibID）: 027204231; http://id.ndl.go.jp/bib/027204231
• NII論文ID: 130005396172