授業改善に向けたセルフ・スーパービジョンの目標と課題

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  • ジュギョウ カイゼン ニ ムケタ セルフ スーパービジョン ノ モクヒョウ ト カダイ
  • The Object of and Issues Related to Self-Supervision Directed toward Making Better Classes

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The purpose of this short essay is to clarify the purpose of and issues surrounding the variant of educational supervision known as self-supervision. Educational supervision usually takes the form of individual supervision, team supervision, or group supervision. The self-supervision investigated here is a special form of individual supervision. Individual supervision is usually carried out by two people-a single supervisor and a single supervisee. With self-supervision, however, the instructor has a dual role, playing the parts of both supervisor and supervisee. Self-supervision, in short, is characterized by the fact that the instructor takes the initiative,organizes his or her supervision by himself or herself,and conducts an internal dialogue regarding own work performance. The issue thus becomes a matter of refashioning supervisory tasks so that they encourage, assist, and enable a single instructor to play this dual role, to develop an ability to self-reflect in order to carry out this internal dialogue regarding own work performance, and to encourage him or her to make better classes. In this article, I first discuss the positioning and characteristics of self-supervision in the area of educational supervision, and then analyze the necessity of self-supervision based on the present conditions facing instructors in their work. Grounded in the basic theories that make self-supervision possible, l then identify the objectives of selfしsupervisionand explore examples of supervisory tasks developed with the goal of achieving internal dialogue.

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