Usefulness of Speech in the Introductory Part of Practical Skills Classes Including Arts and Handicrafts Conducted by Young First-Year Teachers

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  • 採用1年次の若手教員の図画工作科を含む実技教科授業の導入部における発話の有効性について
  • サイヨウ 1 ネンジ ノ ワカテ キョウイン ノ ズガ コウサクカ オ フクム ジツギ キョウカ ジュギョウ ノ ドウニュウブ ニ オケル ハツワ ノ ユウコウセイ ニ ツイテ

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In this study, based on a hypothesis that students’ activities at the development part of practical skills subjects are supported by the quality and quantity of teacher’s speeches in the introductory part, practical skills classes conducted by young teachers in their first year of employment were analyzed with qualitative data analysis software, using their video data. The results clarified that speeches are classified into “enriched introductory part type” and “simplified introductory part type” and that there are cases where students’ activities are encouraged by speeches of “Instruction” and “Question” regarding evaluation in the developmental part and evaluation is made by a speech of “Agreement.” In arts and handicrafts, it has been confirmed that classes need to be conducted, presupposing “enriched introductory part type,” and it is considered that young teachers should be taught to give an effective speech in the introductory part through trial lessons in teacher training class.

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