若手音楽教師を対象とした授業改善のためのメンタリング・プログラムの有効性

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タイトル別名
  • The Effectiveness of a Mentoring Program Designed to Improve Music Lessons Delivered by a Young Music Teacher :
  • 若手音楽教師を対象とした授業改善のためのメンタリング・プログラムの有効性 : 子どもの主体的な学びを促すために
  • ワカテ オンガク キョウシ オ タイショウ ト シタ ジュギョウ カイゼン ノ タメ ノ メンタリング ・ プログラム ノ ユウコウセイ : コドモ ノ シュタイテキ ナ マナビ オ ウナガス タメニ
  • ―子どもの主体的な学びを促すために―
  • Encouraging Students' Proactive Learning

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<p>  The aim of this study was to reveal the effectiveness of a mentoring program designed to improve music lessons delivered by a young music teacher so as to support students' proactive learning. The study was based on mentee speech analysis results, lesson records, and mentee utterance records - both in dialog with the mentor and in workshops. This study had four major program effectiveness findings : (1) Category analysis of 20 teacher utterances over three lessons indicated that lessons evolved from teacher-centered ones (where a cycle of instruction and evaluation is repeated) to teacher-student dialog lessons, which were composed of confirmation, encouragement of thinking, and acceptance. (2) The mentee's view of children changed through trial and error in questioning students. (3) The mentee's view of lessons and teaching changed along with the changes in her view of children. She incorporated the language of questioning rather than that of instructing as a specific, new lesson-building technique. (4) Through her reflection on the entire program in a closing interview, the mentee showed awareness of beliefs.</p><p>  The roots of three changes lie in four principal mentorship program policies. In particular, by trying to provide the mentee with opportunities to gain new perspectives, the mentor encouraged the mentee to set concrete tasks, which helped the mentee's metacognitive capabilities regarding lessons. Since the program was intended for a teacher who had just completed her initial term, it can be concluded that an important function of the program was to encourage the mentee's voluntary improvement of classes.</p>

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