特別支援学校(聴覚障害)教育実習事前・事後特別授業の在り方に関する研究(1)-教育実習生に対する質問紙調査を通して-

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  • A Study of Educational Practicum Pre and Post Special Classes at Special Needs Schools (Hearing Impairment) (1) -Through a Questionnaire Survey of Teaching Interns-

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本研究は、聴覚特別支援学校の教育実習生を対象に、教育実習及び5 回にわたって実施された事前・事後特別授業に関する質問紙調査を行なった。その結果、(1)聴覚特別支援学校での教育実習に対する期待度が高い一方で、聴覚障害児との手話を含めたコミュニケーションや聴覚障害児への指導等、不安度も高いことが明らかになった。(2)前年度教育実習生や他の学生による模擬授業が見られることや自ら模擬授業を実践できること、また教育実習生同士で教育実習に対する不安等を話し合えることから、事前・事後特別授業に対する満足度は高かった。(3)事前・事後特別授業の課題として、今回は教育実習生の大半が配属される小学部に関する内容を重点的に取り上げて進めたが、他学部で教育実習を行なう学生もいるため、幼稚部及び中学部、高等部に関する内容も十分に取り扱う必要性が挙げられた。

This study conducted a questionnaire survey on educational practice and pre- and post-special classes for trainee educators at special needs school for the deaf. The results revealed that (1) while the students had high expectations for educational practice at special needs school for the deaf, they also had a high level of anxiety about such issues as interacting with deaf children, including sign language, and teaching deaf children. 2) The students were highly satisfied with the pre- and post-special class because they were able to watch mock classes given by their seniors and other students, practice their own mock classes, and discuss their concerns about the educational practice with other trainees. However, since some of the trainees will be doing their educational training in other faculties, it was necessary to address the content of the kindergarten, junior high, and high school classes as well.

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