The Contribution of Pre-Guidance and Training to Student Teachers’“Teaching Skills”-Part 3- : An Analysis of the Perspectives of Training School Teachers in Their Evaluation of Student Teachers’Teaching Skills at the Last Practice Session

教育実習生の「学習指導技量」形成に寄与する教育実習事前指導の構築 : 実習生の研究授業を評価する実習校指導教諭の視点に関する分析

The Contribution of Pre-Guidance and Training to Student Teachers’“Teaching Skills”-Part 3- : An Analysis of the Perspectives of Training School Teachers in Their Evaluation of Student Teachers’Teaching Skills at the Last Practice Session

Creators Miyama Midori

　本研究は，平成20年度教育実習における教壇実習評価をもとに作成した授業評定表を用いて，平成21
年度教育実習生が実習校指導教諭にどのような観点から評価されたのかを分析した。
研究授業時の評定結果をもとに，実習校指導教諭の評価の視点について因子分析を実行し，Ｆ１［目
標因子］，Ｆ２［統制因子］，Ｆ３［生徒因子］，Ｆ４［スキル因子］の４因子を抽出した。また，実習生
の「学習指導技量」を構成する因子得点を求めることで，指導教諭が評定表の中のどの項目を特に意識
して実習生の研究授業を評定しているのか，いくつかの例を挙げて分析した。さらに，因子得点を説明
変数に，実習最後に判定される「学習指導法」の評価を目的変数として正準判別分析を実施し、研究授
業時の評定結果がどの程度、教育実習の最終評価に関係しているかを分析した。これらの分析を経て，
各評定項目には，指導教諭の多様な授業観・指導観に応じて様々な意味づけを含んでいること，教育実
習の最終的な評価には，研究授業の出来ばえだけでなく，指導教諭自身の指導観・授業観が大きく働い
ている可能性を指摘した。
これらの分析を通して，各々の評定項目に付された意味を踏まえながら，大学における教員養成課程
のあり方，事前指導のあり方を検討し，改善していくことの重要性を述べた。
This paper clarifies how teachers of teacher training schools evaluated student teachers in 2009 using the class evaluation table which was created based on the evaluation of student teachers’“teaching skills”in 2008. Through a factorial analysis of the results of the student teachers’“teaching skills”as evaluated by training school teachers at the last practice session, it was found that teachers evaluated these“teaching skills”from four key perspectives: the student teachers’objectives of teaching（factor 1）, their ability to control the classroom（factor 2）, their ability to understand the students（factor 3）, and their basic“teaching skills”（factor 4）. Following calculation of the scores for each factor of the student teachers’“teaching skills”at the last practice session and determining, using a factor score plot graph, which elements the training school teachers consciously assessed, the relevance of these results were analyzed using some characteristic examples of the student teachers’factor scores. Multiple discriminant analysis was then conducted, where the explanatory variable was the score for each factor of the student teachers’“teaching skills”evaluated by the training school teachers, and the objective variable was the final overall evaluation results at the final evaluation. The analyses revealed that each evaluation item is multifaceted and thus the final evaluation can be affected by more than just the evaluation of the student teachers’“teaching skills”at the last practice session

[ISSN]1348-8414