書誌事項
- タイトル別名
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- Teacher Education Practice Centering on Dialogue-Based Review Sessions of Mock Lessons to Promote Deeper Reflection
- ヨリ フカイ セイサツ ノ ソクシン オ メザス タイワガタ モギ ジュギョウ ケントウカイ オ ジク ト シタ キョウシ キョウイク ノ トリクミ
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<p> Mock lessons and review sessions have been used in teacher education at universities sometimes aiming to promote students’ reflection. In most cases, the review sessions proceed in this way: “learner-role” students simply judge the lessons and give advice, while “teacher-role” students improve their lessons based upon the feedback. However, the reflection through this type of review sessions can be shallow because it tends to be action-oriented. To make reflection deeper, inquiry into the meaning behind a lesson’s process is essential. In review sessions of mock lessons, learner-role students can present the thoughts and feelings that they experienced during the lessons in which they participated. This can produce dialogue between a teacher-role student and learner-role students. The differences that emerge in such dialogue contribute to inquiry into the meaning and deeper reflection.</p><p> The authors launched a teacher education program centering on dialogue-based review sessions of mock lessons. Dialogue in this type of review session has two features: various understandings and feelings from learners’ perspective can be expressed, and implicit assumptions and values of teacher-role students can be extracted.</p><p> In the program, the reflection cycle in review sessions is connected with educational practicum. Firstly, students perform a mock lesson and a review session in university; secondly, they revise it and put it into practice in school; finally, they give a practice report and discuss it in university again. Through this program, students make progress in the depth of reflection, as well as enhance their facilitation mindset.</p><p> The authors’ study addresses not only the procedure of dialogue-based review sessions of mock lessons, but also aims to challenge some common assumptions of teacher education. This contributes to three changes in teacher education: changes from a focus on improvement of action to inquiry into meaning, from a hierarchical relationship to a more equal one, and from an emphasis on planning and preparation to “thinking through creating”.</p>
収録刊行物
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- 日本教師教育学会年報
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日本教師教育学会年報 26 (0), 136-146, 2017-09-29
日本教師教育学会
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詳細情報 詳細情報について
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- CRID
- 1390285300180687488
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- NII論文ID
- 130007884592
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- NII書誌ID
- AN10407522
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- ISSN
- 24348562
- 13437186
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- NDL書誌ID
- 028613642
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- 本文言語コード
- ja
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用不可