本研究は,教育実習における指導効果を高めるための事前指導の在り方,特に「学習指導技量」面での事前指導についての授業改善方策を考察した。実習校指導教諭へのアンケート調査と分析を通して,実習校の指導教諭が実習生の学習指導を3つの観点から評価していることが明らかになった。すなわち,授業者としての自覚(授業者自覚因子),授業という場を統制する能力(場統制因子),指導内容に対する体系的知識の有無(指導内容体系化因子)である。これらの因子を構成する評定項目を更に吟味した上で,教育実習事前指導に導入すれば,実習生の授業観察の視点を養うことが可能となる。また,指導教諭によって評価された実習生の「学習指導技量」の評定値傾向は,4つのタイプに分類された。すなわち,「標準-着実型」(CL1),「低水準-高成長型」(CL2),「低水準-低成長型」(CL3),「高水準-着実型」(CL4)である。こうした分類をすることによって,今後,事前指導の段階で実習生の弱点・不十分な点を把握し,実習校での実習に臨んでその底上げ・改善を図るための効果的な指導を展開することが可能となった。 : This paper considers pre-guidance and training in a teaching practice course, in particular how course improvement can be achieved in the area of teaching skills. Through an analysis of results from a survey targeting teachers of schools where students participated in teaching practice, it was found that teachers evaluate teaching practice students from three key perspectives : their self-awareness of being a teacher (factor 1), their ability to control the classroom (factor 2) and their systematic knowledge of teaching content (factor 3). It is considered that if these three areas of evaluation are further investigated and introduced into student teachers' pre-guidance and training course that it may be possible to foster students' abilities as observers when they participate in the lesson observation element of the course. In addition, it was found that there is a tendency for student teachers' teaching skills to be evaluated by teaching practice school teachers according to the following four classifications : average-steady (CL1), low level-high growth (CL2), low level-low growth (CL3) and high level-steady (CL4). Through classifying student teacher evaluations in this way, it may become possible to catch student teachers' weak points at the pre-guidance and training stage and to help them to improve these areas before beginning their teaching practice.