A Study of the Consciousness of Teachers Conducting Integrated Studies Classes

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Other Title
  • 総合的な学習の時間の指導にあたる教師の意識に関する研究
  • 総合的な学習の時間の指導にあたる教師の意識に関する研究 : 金沢市の小学校教師を対象とした調査を手がかりに
  • ソウゴウテキ ナ ガクシュウ ノ ジカン ノ シドウ ニ アタル キョウシ ノ イシキ ニ カンスル ケンキュウ : カナザワシ ノ ショウガッコウ キョウシ オ タイショウ ト シタ チョウサ オ テガカリ ニ
  • － Based on a Survey of Elementary School Teachers －
  • ― 金沢市の小学校教師を対象とした調査を手がかりに ―

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The purpose of this study is to investigate teachers’ consciousness in classes of integrated studies (CIS). Some teachers regard CIS as effective for their students because they stimulate learning motivations. They understand the purpose and the meaning of CIS, and they come up with various ideas to make them effective. Thus, this study administered a questionnaire and conducted interviews with elementary school teachers, and I analyzed their consciousness using this data. Some teachers enjoy themselves in CIS, and regard these classes as positive. Some other teachers regard CIS as a burden because the content and the methods of CIS are too flexible. The assessment of CIS is divided into four types: teacher’s assessment, self- assessment, mutual assessment based on reports, results, and portfolio-files, and assessment by observing their students. Teachers should consider what is important about CIS and how to create an optimal learning environment. Teachers should align their interests with their students and make students discover themes, pursue themes to make a prospect, and solve problems by themselves. Teachers should keep a record of CIS and their results, and they should hand them over to their successors.

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