Departmental Bulletin Paper 教育実習事前指導・教育実践演習を通じた学習成果に関する研究 : 3年次生と4年次生の関わりから
Study on Learning Outcomes Through Teaching Practice Prior Guidance / Educational Practice Exercises : The connection between 3rd and 4th year students

仲宗根, 森敦  ,  高柳, 真人  ,  谷川, 直己  ,  中野, 友博  ,  川合, 英之  ,  黒澤, 寛己  ,  大西, 祐司  ,  安倍, 健太郎  ,  柴田, 俊和

(AA1191547)  , pp.131 - 146 , 2017-03-15 , びわこ成蹊スポーツ大学
 In 2003 (Heisei 15), this university was founded in Otsu City, Shiga Prefecture as the firstuniversity to be solely dedicated sports in Japan. Since opening, we have commenced teachertraining course and so many graduates have graduated as qualified teachers. This reportexplains the outline of collaboration with in Biwako Seikei Sport College (2014) established inadvance to teach practical training and practice exercises. The collaboration has beenconducted since 2013 and the results are based on those from the years 2013 and 2014.In this research, the following results were obtained;· There was advice from a detailed viewpoint· It was persuasive and there were concrete improvement points· Specific examples based on personal experienced were good· Practical exercises were better than advice from teachers· Tension· The 4th year students made an evaluation based on self-reflection from the previous yearsfrom previous year· Information exchange between fourth grade students· Able to recognize what has been acquired by evaluating self of 3rd year· Became capable of evaluating lessons· Become capable of reflecting on possible improvements to make We also found the following problems;· Elder students hesitated to proceed with simulated lessons· There was advice which was not appropriate· Should increase simulated lesson subjects· Some students preferred to conduct simulated lessons with their classmates, not with thosewho are younger than themselves· How to deal with students with poor attitudes· Perspectives of advice and evaluation disintegration (polarization of quality)In this study, we found that there are many learning outcomes throughout the two years, andit became clear that the simulation was received positively by 3rd and 4th graders. On theother hand, there was a big difference in the participation attitudes of students between thosewho wish to become teachers after graduation, and who are simply aiming to obtainqualifications, which appeared to be an obstacle for some.

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