Departmental Bulletin Paper 協働学習に取り組む中等教育学校教師の抱える不安と有効性の認識 : 教師と生徒の協働学習についての記述データの検討から
Recognition of the insecurity faced by secondary education school teachers’ engagement in collaborative learning and its effectiveness : Examination of the descriptive data about teachers’ and students’ view;

石橋, 太加志  ,  千葉, 美奈子  ,  橋本, 渉  ,  細矢, 和博  ,  南澤, 武蔵  ,  秋田, 喜代美  ,  小国, 喜弘  ,  小玉, 重夫

54pp.565 - 584 , 2015-03-31 , 東京大学大学院教育学研究科
The purposes of this research were 1) to reveal the perception of anxiety faced by teachers using the method of collaborative learning in the classroom and 2) to clarify the perception of how effective collaborative learning is for both teachers and students. A descriptive survey was completed by all teachers working in the school, who were classified into three category-groups: anxiety about using collaborative learning in teaching, effective ways of using the method, and how they put the method into practice. These data were obtained for a qualitative analysis. Also, a descriptive survey was taken by all students attending the school in grades 7 through 12. The question items included the definition of collaborative learning, its objective, situations in which it is effective, and teachers'anxiety about the method. From these surveys, we found that there were two types of anxiety faced by teachers: anxiety regarding the effectiveness of collaborative learning for the students and anxiety about using the collaborative learning model as their teaching method. The former includes concern about students'relationships in group-making and anxiety involving the limitations of the method of collaborative learning. The latter includes anxiety concerning the effects of collaborative learning, its assessment, and the practice itself. Opinions on the effectiveness of collaborative learning were divided between students and teachers. The former address acquiring one's perspective and attitudes toward learning, building relationships, emotional stability, and understanding methods of learning and ways of thinking. The latter focus on the merit of using the method in teaching, the potential for assignment-setting with this method, and recognition of situations in which it is effective.

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