How Pre-Service Teachers' Subject-Matter Metaphors Change DuringStudent Teaching

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  • 教員養成系学生における授業実習経験による「教材」メタファの変容
  • キョウイン ヨウセイケイ ガクセイ ニ オケル ジュギョウ ジッシュウ ケイケン ニ ヨル キョウザイ メタファ ノ ヘンヨウ

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Abstract

The present research examined how pre-service teachers' practical knowledge changes in the course of teacher education. Participants were 79 pre-service teachers (33 men, 46 women) who did simulated student teaching in their second year at Shiga University, and practice teaching in theirthird year. They were asked for metaphors for the subject matter on 3 occasions: at the beginning of the simulated teaching, after the simulation, and after their student teaching. The results were as follows.(1) Each time they provided metaphors, the number of food metaphors increased, and the quality suggested a complex conception of a lesson.(2) After they experienced the simulation, they showed an active attitudetoward teaching, but did not show autonomy as teachers.(3) After their student teaching experience, they strengthened their image of instruction as transmission, but at the same time, showed uncertainty about their own teaching decisions.(4) When asked about the function of the teaching materials used in lessons, the student teachers consistently mentioned 2 dimensions: (a) cognition, i. e., use as a tool to help pupils comprehend what the teacher said, and (b) instruction, i. e., as a way to present the lessons that they had prepared. Critical in training student teachers is training in preparing teaching materials, and providing information on how to evaluate teaching practices once the students are on the job.

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