Departmental Bulletin Paper 大学教員養成教育におけるフレンドシップでの体験による学びの時間数と目標到達度の関係 : 「学びの共同体」の実践事例研究
ダイガク キョウイン ヨウセイ キョウイク ニ オケル フレンドシップ デ ノ タイケン ニ ヨル マナビ ノ ジカン スウ ト モクヒョウ トウタツ ド ノ カンケイ : マナビ ノ キョウドウ タイ ノ ジッセン ジレイ ケンキュウ
The Relationships between Time Length and Goal Attainment Levels of Experiential Learning in the “Friendship Program” in Pre-service Teacher Training : An Empirical Case Study on the Learning Community

中山, 玄三  ,  八ッ塚, 一郎  ,  ナカヤマ, ゲンゾウ  ,  ヤツヅカ, イチロウ  ,  Nakayama, Genzo  ,  Yatsuzuka, Ichiro

35pp.1 - 13 , 2018-01-31 , 熊本大学教育学部附属教育実践総合センター
The“Friendship Program”, that is, practice-based experiential learning in pre-serviceteacher training curriculum, has been implemented for twenty years since 1997 in order to develop basic competences in professional teaching. In this study, time length and goal attainment levels of experiential learning, where 13 college students were involved in 2016,were investigated and assessed by using the “three dimensional (3-D) rubric” (Nakayama,2005). The results could be summarized as follows :⑴ Individual differences in time length of interacting with children, thinking backreflectively, and understanding the nature of children in and out of university, wereexplicitly found.⑵ Total goal attainment levels of experiential learning were judged as “attained (74%)”. In the criteria-referenced assessment, “learning stages” and “levels of knowledge and understanding about children” were judged as “fully attained (100%)”, but “developmental levels in observing children” were judged as “need efforts (40%).⑶ It should be noticed that even short time length, goal of experiential learning could beattained. The “developmental levels in observing children” were the crucial key to such success.It was suggested that the learning community, where individual learning experiencecould be qualitatively enhanced and expanded through the collaborative learning, had beenwell established among students participated in the “Friendship Program” and it had broughtsatisfactory results.

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