A Study of Decision-making in Teacher Training : The Relationship of Program Structure and Decision-making

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  • 日本語教育実習における教師の意思決定 : 意思決定と授業形態との関係から
  • ニホンゴ キョウイク ジッシュウ ニ オケル キョウシ ノ イシ ケッテイ イシ ケッテイ ト ジュギョウ ケイタイ ト ノ カンケイ カラ

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Abstract

How supervisors design teacher training program is an important issue because teacher training facilitates teaching skills and teacher beliefs. However, according to Horiguchi (1992) there is no fundamental study on the teaching skills of Japanese teacher trainees. This paper focuses on the relationship of decision-making process and program structure because decision-making forms the core of a teacher’s cognitive action. The purpose of this paper is to describe the relationship of the decision-making process and program structure. In order to describe the decision-making process, I was able to identify the following three processes (1. object, 2. cue, 3. interpretation of cue and how the cue leads to the decisionmaking process). I also made clear the relationship of the decision-making process and program structure. This survey used protocol data from the teacher-training program by stimulus recall method in teaching Japanese as a second-language course of a graduate school. This study compared with two different teacher training (1. teacher training 1999: Uchida and Shiraishi, 2000 and 2. teacher training 2001, 2002). The results show that the process of decision-making is characterized by “content of activity” in object and “student reaction” in cue and substitute choice in interpretation of cue and how the cue leads to the decision-making process. This result is different from that of a Uchida and Shiraishi (2000) (teacher training 1999) in 1. object and 3. interpretation of cue and how the cue leads to the decision-making process, because it points out that different program structure leads to a different decision-making process.

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