教育実習生の授業におけるフィードバックの効果

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  • キョウイク ジッシュウセイ ノ ジュギョウ ニ オケル フィードバック ノ コ
  • The Effects of Feedback Variables on Teaching Behaviors of Student Teachers

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Abstract

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教育実習における授業過程のフィードバックの有無とその方法の違いが, 教授技術の向上, 教職への態度・意識および教育実習への動機づけの変容に及ぼす効果について検討した。統制群では, 従来のような授業後の担任教師の指導のみで3回授業を行なった。テープ群では, 担任教師の指導に加え, 自分の授業過程の録音を聴いた。ビデオ群では担任教師の指導に加え, 自分の授業過程をVTRで観察した。各群の被験者は各々4名の教育実習生である。教職に対する態度は, 教育実習を経て, すべての群で好ましい方向に変化したが, 特にビデオ群で大きかった。教育実習への動機づけは, 教育実習を経ることにより, 統制群では低下し, テープ群では向上し, ビデオ群では低下と向上の両面がみられた。教授技術の評定値は, 3群とも同程度に向上した。

The purpose of this study was to examine student teachers' classroom behavior as it was influenced by listening their teaching behavior on a tape recorder or by viewing it on a videotape recorder. Specifically, the purpose was to examine the student teachers' behavior through data collected from three sources. 1. Introspective report by the student teacher after the student teacher training. 2. Self-rating by the student teacher about opinion and attitude to the teaching profession and about motivation to the student teacher training, before and after the student teacher training. 3. Rating of the student teacher's techniques and teaching impression at his first and his third (last) actual classroom teachings by ten supervisors. The videotape feedback group, the tape feedback group and the control group were made up of four student teachers respectively. The followings were the main results. 1. Opinion and attitude to the teaching profession of the student teacher changed to the good direction in general and the degree of the change was the largest in video-feedback group. 2. Motivation to the student teacher training decreased in the control group, increased in the tape-feedback group and changed to both directions in the video-feedback group. 3. Ratings by the supervisors showed that the teaching techniques changed to the good direction and there were no clear differences among three groups regarding them.

source:Bulletin of the Faculty of Education, Chiba University. Part I

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