The contribution of Pre-Guidance and Training to Students Teacher's "Teaching Skills" : The relation between the rating to the practice teaching by the pupil-role-students and the evaluation by the teachers at the training schools

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 : 模擬授業生徒役による授業評定と教育実習指導教員による学習指導法評価の関係

The contribution of Pre-Guidance and Training to Students Teacher's "Teaching Skills" : The relation between the rating to the practice teaching by the pupil-role-students and the evaluation by the teachers at the training schools

Creators Kumagai Nobuyori

　大学の教職課程における教員養成において、学生に授業作り、学習指導の力量を身につけさせることが重要な課題である。この研究では、教育実習に先だって行った模擬授業に対する生徒役の学生による授業評定のデータを因子分析することによって３つの因子を抽出した。そのうち主要なものは「分かりやすい授業」と「活気のある授業」という二つの視点であった。この二つの視点で評定されるような模擬授業を行った学生は、教育実習終了時に実習指導教諭から「学習指導法」の評価を受けた。この評価が、模擬授業の評定から抽出された３つの因子によってどの程度説明できるのかを判別分析によって分析した。判別率は高くはなかったが、二つの視点は、評価に対しておおむね有効な判別指標となっていた。これらの視点を学生に明確に自覚させることが、学生の学習指導技量の育成に有効になると考察した。
It is an important concern how the students teachers learn“teaching-skills”in the training course for school teacher. Through a factorial analysis of datum rated about the student teachers’teaching by the pupil-rolestudents, we get three factors. The major two factors of those were implicated plainness（factor 1）and liveliness（factor 2）each other. It was difficult to implicate a third factor. On the other hand, in the last practice session at the training schools, each student-teachers'“teaching skills”were evaluated by the teachers. What extent can each scores of three factors explain the evaluations for students'“teaching skills”by teachers at training school? The discrimination-analysis revealed that these three factors can effectively explain the evaluation about the students'“teaching skills”by teachers at training school. Especially, major two factors, plainness and liveliness, had important contributions. Based on this findings, it was discussed that these factors were effective view points in the training the teaching skills of students.

[ISSN]1348-8414