Brief report : Changes in Senegalese Teacher Trainers' Views of Science Lessons through the Intervention Program in Japan
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- MATSUMOTO Tomoko
- Graduate School of International Development, Nagoya University
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- FUJII Hiroki
- Graduate School of Education, Okayama University
書誌事項
- タイトル別名
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- Changes in Senegalese Teacher Trainers’ Views of Science Lessons through the Intervention Program in Japan
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The purpose of this study was to analyze changes in Senegalese teacher trainers’ views of science lessons through a training program held in Japan. The program was conducted to enhance their concept of science lessons through lectures and lesson observations at primary schools. We asked them to choose metaphors to represent images of science lessons. The results of the analysis of the metaphors are as follows: (1) At the beginning of the training, trainers already partially held a view of science lessons that was expressed in metaphors fitting the category “Unpredictable development,” similar to experienced teachers, and this view remained almost the same at the end. (2) The number of metaphors categorized into “Lesson Components” increased at the end; additionally, an alternative view of science lessons, that is, teachers, pupils, and subject matter as elements of the lesson were integrated in order to achieve learning objectives was strengthened among trainers.
収録刊行物
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- International Journal of Curriculum Development and Practice
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International Journal of Curriculum Development and Practice 17 (1), 75-87, 2015
日本教科教育学会
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詳細情報 詳細情報について
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- CRID
- 1390846609799494400
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- NII論文ID
- 130007790468
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- NII書誌ID
- AA11468859
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- ISSN
- 24241415
- 13444808
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- NDL書誌ID
- 028565177
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- 本文言語コード
- en
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- データソース種別
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- JaLC
- NDL
- CiNii Articles
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- 使用不可