Development of Practical Seminar for the Teaching Profession for Quality Assurance of Teacher Education (Ⅱ): Based on the Results of the Interview Survey to Undergraduate

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  • 教員養成の質保証に向けた教職実践演習のモデル開発に関する研究(2) : 教職実践演習受講生を対象とした調査の結果を中心に
  • キョウイン ヨウセイ ノ シツ ホショウ ニ ムケタ キョウショク ジッセン エンシュウ ノ モデル カイハツ ニ カンスル ケンキュウ(2)キョウショク ジッセン エンシュウ ジュコウセイ オ タイショウ ト シタ チョウサ ノ ケッカ オ チュウシン ニ

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This research will clarify the facts regarding professional portfolios and practical seminars for the teaching profession, as well as what students learn through such opportunities, based on the results of interviews with students who participated in practical seminars for the teaching profession. First, students recognized the considerations made to maintain balance between lecture-focused and exercise-focused classes, and creative approaches to lessons such as group work. Second, regarding professional portfolios, reflection upon the knowledge accumulated beyond the four years of study at university may be useful in helping students to recognize their own achievements and future challenges. Third, the qualifications and abilities that were formed through practical seminars for the teaching profession included a sense of mission, affection for education, interpersonal skills, and a sense of responsibility. It is also important to clearly indicate standards and make students aware of the qualifications and abilities that the university wants them to acquire. Based on the above, the authors believe that practical seminars for the teaching profession (including professional portfolios) are also meaningful in terms of performing a key role for assuring quality.


  • 学校教育実践学研究

    学校教育実践学研究 23 71-80, 2017-03-22


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