Updated on 2024/01/31

写真a

 
MISHIMA Tomotaka
 
Organization
Center for Teacher Education and Development Associate Professor
Position
Associate Professor
External link

Degree

  • 博士（教育学）

 

Papers

  • 1 年次保育実習前後における実習生の子どもイメージ，保育実践力の変容の検討 ―実習前の保育者効力感に着目して―

    三島知剛, 山田洋平

    岡山大学教師教育開発センター紀要   12   197 - 209   2022

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  • 1年次保育実習前後における実習生の子どもイメージ，学習の継続意志の変容に関する探索的研究

    三島知剛, 山田洋平

    岡山大学教師教育開発センター紀要   11   31 - 41   2021

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  • 教育実習を通した実習指導教員の学びと力量形成に関する探索的研究 Reviewed

    三島知剛, 一柳智紀, 坂本篤史

    日本教育工学会論文誌   44 ( 4 )   535 - 545   2021

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  • 教育実習指導を通した教員の学びと力量形成に関する実習指導未経験教員の認識の検討 Reviewed

    三島知剛, 一柳智紀, 坂本篤史

    日本教育工学会論文誌   45 ( Suppl. )   77 - 80   2021

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  • 全学教職課程履修学生の講義前後における生徒指導イメージの変容の検討

    三島知剛

    岡山大学教師教育開発センター紀要   9   99 - 108   2019

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  • 岡山大学教育学部における教員養成のための「教科内容構成」研究―小・中学校教員養成カリキュラムにおける教科内容構成の展開と評価―

    佐藤園, 岡崎正和, 宇野康司, 斉藤夏来, 土屋聡, 尾島卓, 三島知剛, 後藤大輔, 佐藤大介, 高塚成信

    岡山大学大学院教育学研究科研究集録   ( 167 )   79 - 89   2018

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  • 岡山市立小学校の教育課程に関する研究―学校教育目標の分析・類型化―

    住野好久, 三島知剛, 藤枝茂雄, 山﨑光洋, 宮本浩治, 今井康好, 尾島卓, 高瀬淳

    岡山大学大学院教育学研究科研究集録   ( 164 )   1 - 8   2017

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  • Practical Seminar for Teacher Profession on the Teacher Training Program at Okayama University : For the Making of Lecture to be able to Learn a Class Fourth Semester System from a Pillar Systematically for 60 Minutes

    7 ( 7 )   81 - 90   2017

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  • The Effects of Programming Learning Models on Motivation to Learn Programming Reviewed

    OKAZAKI Yoshihiro, OSUMI Shigeyuki, KURAZUMI Tomoe, MISHIMA Tomotaka, ABE Kazuhiro

    Japan Journal of Educational Technology   41 ( 2 )   169 - 175   2017

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    <p>We studied the effects of programming learning models on the motivation of elementary school students to learn programming. The motivational effects of three teaching models were compared: (1) a lecture model, in which students created games while being taught one game creation method after another; (2) a collaborative model, in which students shared a textbook with a partner and created games while teaching each other; and (3) an independent model, in which students created games independently while referring to a provided textbook. The results of this study showed that for students using the lecture and collaborative models as opposed to the independent model, motivation increased significantly.</p><p></p>

    DOI： 10.15077/jjet.41047

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  • 教職課程履修学生の生徒指導イメージに関する研究

    三島知剛

    岡山大学教師教育開発センター紀要   7   97 - 106   2017

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  • Practical Seminar for Introduction to the Teaching Profession on the Teacher Training Program at Okayama University : For Certain Fixation of Learning Contents and Upbringing of the Practical Qualities , Ability as the Teacher

    7 ( 7 )   175 - 182   2017

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  • 岡山市立中学校の教育課程に関する研究―学校教育目標の分析・類型化―

    住野好久, 三島知剛, 藤枝茂雄, 山﨑光洋, 宮本浩治, 今井康好

    岡山大学大学院教育学研究科研究集録   ( 163 )   1 - 7   2016

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  • Practical Seminar for Teacher Profession on the Teacher Training Program at Okayama University (3) Based on the Questionnaire Survey to Participants of the Practical Seminar for Teacher Profession in 2013

    5 ( 5 )   19 - 25   2015

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  • 3年次教育実習に関する学生の意識の検討―平成25年度受講生アンケートの結果から―

    仲矢明孝, 三島知剛, 高旗浩志, 稲田修一, 後藤大輔

    岡山大学教師教育開発センター紀要   5   26 - 34   2015

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    Language：Japanese   Publisher：岡山大学教師教育開発センター  

    本研究の目的は，岡山大学教育学部で行われている3 年次の教育実習（主免実習）に関する学生の意識を検討
    することであった。そのために，平成25 年度の受講生アンケートより小学校教育コース，中学校教育コースの
    学生のデータを分析した。そして，実習前の実習生の実習に向けた取り組みや不安感，実習の充実度，実習前後
    の教職志向性の変容，教育実践力を構成する4 つの力について着目した。その結果，（１）実習生の実習に対す
    る不安は全体的に高く，特に授業に関する不安が高いが，指導教員や実習生との関係に関しての不安は低いこと，
    （２）実習の充実度が高いこと，（３）実習の充実度に関わらず教職への魅力感は実習前後で高まるが，教職志望
    度や教員採用試験受験意志は実習の充実度が高い学生が高まること，（４）実習の充実度が高い学生はそうでな
    い学生に比べ4 つの力のうち「学習指導力」を除く力において部分的に自己評価が高いこと，が主に示唆された。

    DOI： 10.18926/cted/53232

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  • 教職実践インターンシップが実習生の教育実践力向上に与える効果―岡山大学教育学部生対象アンケートの結果にもとづく検討―

    住野好久, 三島知剛

    岡山大学大学院教育学研究科研究集録   ( 160 )   1 - 9   2015

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  • Practical Seminar for the Teaching Profession on the Teacher Training Program at Okayama University（２）

    4 ( 4 )   123 - 132   2014

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  • 全学教職課程の質保証に関する研究（2）―学生の平成24年度の初年次プログラム前後における意識変容に着目して―

    三島知剛, 高旗浩志, 後藤大輔, 樫田健志, 江木英二, 曽田佳代子, 加賀勝

    岡山大学教師教育開発センター紀要   4 ( 4 )   82 - 89   2014

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    Language：Japanese   Publisher：岡山大学教師教育開発センター  

    岡山大学では，教師教育開発センターによる全学の教員養成教育の質保証に取り組んでいる。本学では，教育学部以外に在籍し，教員免許状の取得を志す学生（文学部，法学部，経済学部，理学部，工学部，農学部，環境理工学部，マッチングプログラムコース）を対象にした1年次の核になるプログラムとして「全学教職オリエンテーション」と「母校訪問」を設けている。本研究では，平成24年度にこれら2つのプログラムを受けた学生を対象にした事前事後によるアンケート調査結果に基づき，学生の意識変容を検討した。その結果，（１）教職志望度が上昇する傾向があるが，教員免許取得希望度や教員採用試験の受験意志は低下すること，（２）「教職観」に関する様々な意識が変容し，教職理解が深まるが，「4 つの力に対する自信」は部分的な変容であること，（３）「大学生活や将来への思い」に関して部分的であるがポジティブに変容していくこと，が主に示唆された。

    DOI： 10.18926/CTED/52292

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  • Effects of Group Discussion and Modeling on Undergraduate Student Teachers' Ability to Observe Classes Reviewed

    61 ( 3 )   277 - 289   2013

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  • 全学教職課程における「教職実践演習に向けての取組」―教科専門科目担当教員の意識に着目して―

    樫田健志, 高旗浩志, 江木英二, 曽田佳代子, 三島知剛, 後藤大輔, 加賀勝

    岡山大学教師教育開発センター紀要   3   171 - 178   2013

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    Language：Japanese   Publisher：岡山大学教師教育開発センター  

    岡山大学教師教育開発センター（以下，センター）は，全学教職コア・カリキュラム（以下，全学コア・カリ）の研究・開発と運営を行っている。教職実践演習については独自で開講する教育学部を除く7課程認定学部とセンターが協働して本格実施に向けた準備を行い，平成23年12月には「全学教職実践演習授業計画（案）」（以下，授業計画（案））を作成し，認識の共有化を図っている。一方で，各教職課程運営委員（以下，運営委員）からは学部内での説明や周知に関して不安や困難を述べる声も多く挙がった。そのため，平成24年2月にFD研修として教職実践演習のプレ試行を実施した。その結果，イメージがわくという成果と，教科専門科目担当教員（以下，教科教員）がどのように授業へコミットすればよいかという不安等の課題が顕在化した。そこで，教科教員が有している期待や不安等の意識を調査することにより，授業を構築するための成果と課題を明らかにした。

    DOI： 10.18926/cted/49519

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  • Evaluation of the Organization of Subject Curriculum Contents in the Teacher Core-curriculum Reviewed

    31   191 - 200   2013

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  • 全学教職課程の質保証に関する実証的研究（1）―平成22年度入学生の経年変化を中心に―

    高旗浩志, 後藤大輔, 三島知剛, 樫田健志, 江木英二, 曽田佳代子, 高橋香代, 加賀勝

    岡山大学教師教育開発センター紀要   3 ( 3 )   80 - 89   2013

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    Language：Japanese   Publisher：岡山大学教師教育開発センター  

    教育学部を除く7つの課程認定学部（文，法，経，理，工，環境理工，農）とマッチング・プログラムコースに所属し，次年度（平成25年度）に「教職実践演習」の対象となる現3年生（平成22年度入学生）の，入学時から現在に至る教職志向並びに教育実践力に関する自己評価の経年変化を検証する。基礎データとして，教育学部・大学院教育学研究科との連携・協働によって教師教育開発センターが作成した教材「教職実践ポートフォリオ」を用いる。これは全学教職課程を履修する全ての学生が，自らの学習を記録し，その教育実践力の育ちを可視化するツールである。ここに現れたもののほか，センターが独自に開発し実施した意識調査の結果を用いつつ，総合大学における教員養成教育の質保証とカリキュラム・マネジメントのありかたを検討する。なお，本文中で「全学教職課程」と表記する場合は，上記の7学部とＭＰコースを対象とした教職課程のみを指すものとする

    DOI： 10.18926/CTED/49493

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  • The Effects of "Friendship Projects" on Trainee Teachers' Images of Teaching, Teacher, and Children, and Their Changes in the Images of Teaching, Teacher, and Children before and after Practice Teaching Reviewed

    MISHIMA Tomotaka, ISHIKAWA Hirotoshi, MORI Toshiaki

    Japan Journal of Educational Technology   36 ( 4 )   407 - 418   2013

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    The purpose of this study is to investigate the effects of "friendship project" on trainee teacher's images of teaching, teacher, and children and changes in their images of teaching, teacher, and children before and after practice teaching. Major findings (study 1) are as follows: (a) trainee teachers who ardently worked on friendship project had positive image of children more highly than those who did not participate in friendship project and those who did not ardently work on friendship project; (b) two-year students who ardently worked on friendship project had negative image of teaching and teacher more highly than those who did not participate in friendship project and those who did not ardently work on friendship project. Next, major findings (study2) are as follows: (a) trainee teachers who ardently worked on friendship project increased "flexible" image of teaching after practice teaching; (b) trainee teachers who ardently worked on friendship project increased "egocentric and dual nature" image of children after practice teaching. The relationship between friendship experience and the practice teaching are discussed, and some pedagogical implications are considered and suggested.

    DOI： 10.15077/jjet.KJ00008609386

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  • 「母校訪問」を核とする全学教職課程初年次プログラムの成果と課題

    後藤大輔, 高旗浩志, 樫田健志, 三島知剛, 江木英二, 曽田佳代子, 高橋香代, 加賀勝

    岡山大学教師教育開発センター紀要   2   126 - 135   2012

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    Language：Japanese   Publisher：岡山大学教師教育開発センター  

    岡山大学は全学の教職課程を担う「教師教育開発センター」を平成22年度に創設し、学部の枠を超えた教員養成教育の質保証に取り組んでいる。教育実習事前事後指導や教育実習ならびに教職実践演習（平成25年度から実施）等を中心とする「全学教職コア・カリキュラム」の企画・運営だけではなく、これらの科目の教育成果とその課題を検証し、FD的視点に基づくカリキュラム開発と改善とを進めている。「母校訪問」とは、教育学部以外の学生（文学部、法学部、経済学部、理学部、工学部、環境理工学部、農学部、マッチングプログラムコース）のうち、改正後の教育職員免許法が適用される平成22 年度以降入学生（現１、２年生）を対象に、センターが独自に開発した１年次生対象のプログラムである。本稿ではその成果と課題の検証を通して、いわゆる「開放制」と「大学における教員養成」の原則に基づいた教員養成教育の可能性を検討する。

    DOI： 10.18926/cted/48201

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  • Results and Issues in Student Teaching Program for Freshman at Okayama University on 2011

    2 ( 2 )   112 - 119   2012

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  • Recollecting Elementary School Teachers : The Influence of Recollections on First-grade and Third-grade Trainee-Teachers' Views of the Teaching Profession at Elementary School Level Reviewed

    MISHIMA Tomotaka, INOUE Nami, MORI Toshiaki

    Japan Journal of Educational Technology   35 ( 4 )   345 - 356   2012

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    The purpose of this study is to investigate the relationships between university students' (Faculty of Education) recollections of their elementary school teachers (particularly in relation to trust due to their teachers' support of elementary school students) and the university students' ideas about the teaching profession. In this paper, special attention is paid to the difference between first-year university students, who have not experienced any practice teaching in schools, and third-year students, who have experienced practice teaching. In total, 207 students participated in a questionnaire. Major findings were as follows: (a) Both first-year and third-year students recollect firm trust in teachers, but there is some difference in recognition of their teachers' support between the two groups; (b) Both first-year and third-year students think that their "trust in teachers at elementary school" has brought about their positive images of teachers. Third-year students' responses showed a wider variance regarding the relationships between their "trust in teachers" or "teachers' support for pupils" and their "images of teachers" than first-year students' responses; (c) For first-year students, teachers' "student guidance" and students' "trust in teachers" influence their "teacher efficacy" and "sustainable volition for learning." The influence of recollections of their elementary school teachers on their conception of the teaching profession and also the possibility of this fading due to practice teaching are examined and discussed.

    DOI： 10.15077/jjet.KJ00007978025

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  • Effects of Practice Teaching on Student Teachers' Conception of Themselves as Members of the Teaching Profession : Effects of "Ibasho" (Sense of Belonging) Reviewed

    MISHIMA TOMOTAKA, HAYASHI ERI, MORI TOSHIAKI

    The Japanese Journal of Educational Psychology   59 ( 3 )   306 - 319   2011

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    Language：Japanese   Publisher：The Japanese Association of Educational Psychology  

    The present study explored the concept of ibasho (sense of belonging) in situations in which student teachers were part of small practice teaching groups at schools, and examined effects of ibasho on the development of their view of themselves as teachers.  Participants in the study were 140 student teachers (51 males, 89 females).  The major findings were as follows: (a) Exploratory factor analysis of the concept of ibasho revealed 3 major factors: "sense of self-acceptance", "sense of role", and "empathy".  These three all improved after practice teaching. (b) Multiple regression analysis indicated that "friendly experiences in informal settings" and "cooperative experiences in formal settings" influenced ibasho in general.  Gender differences were also revealed.  For the female student teachers, "instruction and support from mentors with regard to classroom teaching" influenced their "sense of role".  (c) Multiple regression analysis also indicated that an increase in "sense of role" influenced the "degree of desire to become a teacher" of the female student teachers, and the "teacher image" of the males.  (d) For the male student teachers, increased ibasho influenced their "teacher efficacy".

    DOI： 10.5926/jjep.59.306

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    Other Link： http://ir.lib.hiroshima-u.ac.jp/00033928

  • Change in the Sustainable Volition for Learning Expressed in Undergraduate Trainee Teachers during Undergraduate Four Years : An Examination of Reminiscence Method Reviewed

    MISHIMA Tomotaka, NONAKA Youichirou, MYOGA Hiroki

    Japan Journal of Educational Technology   35 ( Suppl. )   117 - 120   2011

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    DOI： 10.15077/jjet.KJ00007904727

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  • Changes in the images of teaching, teachers, and children expressed by student teachers before and after student teaching. Reviewed

    Tomotaka Mishima, Akihiro Horimoto, Toshiaki Mori

    Psychological Reports   106 ( 3 )   769 - 784   2010

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  • Changes in sustainable volition for learning expressed by student teachers before and after practice teaching: their teacher efficacy and self evaluation of their practice teaching

    Journal of learning science   ( 3 )   91 - 99   2010

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  • Change in the Images for Lectures in Teacher Training Program Expressed by Practice Teachers Before and After Practice Teaching Reviewed

    MISHIMA Tomotaka, SAITO Miku, MORI Toshiaki

    Japan Journal of Educational Technology   33 ( 1 )   93 - 101   2009

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    The major purpose of the present study was to investigate how images of university lectures change before and after practice teaching. The following aspects of the practice teachers' images of university lectures were analyzed based on Ida (2003): (1) guidance for instructional method in school subjects; (2) lectures on psychology; and (3) lectures on pedagogy. One hundred and twenty-two practice teachers participated in this study. Major findings were; (1) "interest value" scores increased after practice teaching, suggesting that practice teachers started to have a more positive image of university lectures, (2) scores for the "systematic utility value" of lectures on psychology increased after practice teaching, suggesting that practice teachers developed more positive images of the subject and that they found lectures on psychology to be useful for the school teachers' examination; (3) "public attainment value" scores are correlated with the degree of desire to become a teacher, suggesting that practice teachers who came to want to be teachers after practice teaching started to consider others' perspectives; and (4) scores for the lectures on pedagogy were lower than the other two kinds of lecture, suggesting that it is difficult for practice teachers to find the lectures on pedagogy as meaningful as the others.

    DOI： 10.15077/jjet.KJ00005622751

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  • A Study of Undergraduate Trainee Teachers' Perspectives on an Observed Class in Relation to their Images of Teaching, Teachers and Children Reviewed

    MISHIMA Tomotaka

    Japan Journal of Educational Technology   33 ( 1 )   103 - 110   2009

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    The major aim of the present study is to investigate undergraduate trainee teachers' perspectives of a taught class in relation to their images of teaching, teachers and children. Twenty-eight trainee teachers, who are majoring in Education, reported their impressions of a videotaped math class, paying special attention to the good and bad points concerning teaching. The relationship between these impressions and the trainee teachers' images of teaching, teachers and children were examined. Major findings are: (1) the trainee teachers mainly focused on "the construction/structure of the class under discussion", and generally made negative comments about it, (2) the trainee teachers made favorable observations concerning "the teaching materials" or "the construction/structure of the whole teaching unit" in the textbook used for the class, (3) negative and more realistic images such as the images of teachers as "authoritarian" are related with trainee teachers' favorable perspectives, and (4) positive images such as the images of teachers as "supporters", negatively influence the trainee teachers' perspectives. The relationship between practice teaching experience and the trainee teachers' observation perspectives are also discussed, and some pedagogical implications are considered and suggested.

    DOI： 10.15077/jjet.KJ00005622752

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  • 教育実習生の教職志望度に関する研究―実習生の授業・教師イメージ・教師効力感・実習の自己評価に着目して―

    三島知剛, 山口あゆみ, 森敏昭

    学習開発学研究   ( 2 )   11 - 18   2009

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  • The Effects of Practice Teaching on Practice Teachers' Changes in the Images of Teaching, Teachers, and Children, and Class Observational Skills : Their Communication With "Others" Reviewed

    MISHIMA Tomotaka

    Japan Journal of Educational Technology   33 ( 1 )   71 - 81   2009

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    The major purpose of this study was to investigate the development of practice teachers' images of teaching, teachers, and children, and class observational skills through their actual communication with their supervising teachers, children, and colleagues. The following aspects of the practice teachers' communication were analyzed: (1) the quantity of experience; (2) the impression of experience; and (3) the degree of usefulness of their experiences. Fifty-eight student teachers participated in this study. Major findings were: (1) a lot of communication with children in activities and critical communication between practice teachers and their colleagues was related positively with changes in the images of teaching to more flexible ones; (2) a lot of critical communication between practice teachers and their colleagues was related to changing both their development as teachers and their images of teachers to authoritative ones; (3) a lot of critical communication with children and colleagues was related to changes towards a negative image of children, and a lot of positive communication with supervising teachers and children was related to positive change in the image of children; and (4) critical communication with supervising teachers and children was meaningfully important for practice teachers' class observational skills ("the number of descriptions that identified problems in the class" increased). Also, a lot of negative communication with children was related negatively with practice teachers' class observational skills ("the number of negative descriptions that proposed alternative plans for the class").

    DOI： 10.15077/jjet.KJ00005622749

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  • Study of Sustainable Volition for Learning Expressed by Practice Teachers Before and After Practice Teaching Reviewed

    MISHIMA Tomotaka, ADACHI Daisuke, MORI Toshiaki

    Japan Journal of Educational Technology   33 ( Suppl. )   69 - 72   2009

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    Language：Japanese   Publisher：Japan Society for Educational Technology  

    DOI： 10.15077/jjet.KJ00005927779

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  • 教育実習生の実習前後の授業観察力の変容―授業・教師・子ども イメージとの関連による検討― Reviewed

    三島知剛

    教育心理学研究   56 ( 3 )   341 - 352   2008

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  • 学習の継続意志に影響する心理的要因

    森敏昭, 三島知剛, 古本由衣

    学習開発学研究   ( 1 )   63 - 71   2007

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  • 教育実習生の実習前後の授業・教師・子どもイメージの変容―実習生のレジリエンスに注目して―

    三島知剛

    広島大学大学院教育学研究科紀要 第一部（学習開発関連領域）   ( 56 )   77 - 83   2007

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  • 教育実習生の実習前後の授業・教師・子どもイメージの変容 Reviewed

    三島知剛

    日本教育工学会論文誌   31 ( 1 )   107 - 114   2007

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Books

  • 新・教職課程演習 第22巻 教育実習・教職実践演習

    三田部勇,米沢崇（ Role： Contributor ,  Q5 教職課程コアカリキュラムについて説明しなさい Q27 教育実習生の学びと成長を促す指導教員の影響について論じなさい Q39 子供との関係性において留意すべき内容について述べなさい）

    協同出版  2021 

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  • 教師教育講座第6巻 教育課程論 改訂版

    鈴木由美子（ Role： Contributor ,  第5章 学習指導要領の変遷）

    協同出版  2018 

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  • 21世紀の学びを創る―学習開発学の展開―

    森敏昭,藤江康彦,白川佳子,清水益治（ Role： Contributor ,  第7章第4節 教員養成段階における学生の学び）

    北大路書房  2015 

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  • 教師教育講座第6巻 教育課程論

    鈴木由美子（ Role： Contributor ,  第5章 学習指導要領の変遷）

    協同出版  2014 

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  • 学習科学ハンドブック

    森敏昭, 秋田喜代美（ Role： Joint translator ,  第10章 デザインベース研究―学習科学者のための方法論的ツールキット―，第20章 学習者が取り組みやすい真正実践とは―学習環境のデザインへの挑戦と方略―）

    培風館  2009 

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Research Projects

  • Research and development of a model for mentoring student teachers which promotes the learning of mentor teachers

    Grant number：18K02562  2018.04 - 2021.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (C)

    Sakamoto Atsushi

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    Grant amount：\4420000 （ Direct expense: \3400000 、 Indirect expense：\1020000 ）

    The purpose of this study is to reveal the learning of mentor teachers through practice teaching. First, a questionnaire survey was used to compare the relationship between the methods of practice teaching and the learning and competence of mentor teachers across school types. As a result of analysis, it was found that regardless of the type of school, mentor teachers were aware of learning and competence building through mentoring, and that the relationship between mentoring methods and learning and competence building tended to differ among school types. Second, interviews were conducted with the mentor teachers during the period of practice teaching, and qualitative coding was used to analyze the form and content of the mentoring in chronological order and the learning of the mentor teachers through the practice teaching. The results showed that both teachers learned through the practical training, while there were contrasting results.

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  • グループディスカッションと学びの可視化による教職志望学生の授業観察力の育成

    Grant number：09J02146  2009 - 2010

    日本学術振興会  科学研究費助成事業  特別研究員奨励費

    三島 知剛

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    Grant amount：\800000 （ Direct expense: \800000 ）

    本年度は,昨年度の研究結果から,授業観察力の向上に効果が見られた「モデリング」の側面に着目し,モデリングをさらに効果的なものにするためにモデリング内容に解説を加えた「コーチング」の側面を介入法として取り入れ,実験を行った。具体的には,2回の実験を行い,実験協力者にそれぞれ授業ビデオを視聴してもらい,気づきの記述を分析する手法を用い,1回目の授業ビデオ視聴後に,「モデリング」及び「コーチング」を行う群,「モデリング」のみ行う群,何も行わない統制群の3群を設定し,教職志望学生(実習経験の無い2年生及び実習経験のある3年生)を対象に実験を行った。そして,2回目の実験において視聴した授業ビデオに対する気づきの記述に,本研究で授業観察力の指標とした「問題指摘数」「代案生起数」がどれだけ見られるかを群ごとに比較検討した。その結果,(1)「児童と学習内容との関わりを深めるための教師の働きかけ」に関する問題指摘数の向上には,2年生においては「モデリング」「コーチング」の両方を行うことが有効であるが,3年生においては「モデリング」のみ行うことが有効であること,(2)「基本的な教師の指導技術」に関する問題指摘数の向上には,実習経験の有無に関わらず,介入を行うことが有効であること,(3)「児童と学習内容との関わりを深めるための教師の働きかけ」に関する代案生起数の向上には,3年生において「モデリング」のみを行うことが有効であること,の3点が主に示唆された。本研究の結果は,授業観察力の育成法として教職志望学生の実習経験の有無に合わせた介入法を提言できたことから意義深いと考えられ,また昨年度は結果の得られなかった代案生起の側面にも部分的ではあるが結果が見出された点で昨年度の研究を発展させていると言える。

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  • Introduction to Psychology （2023academic year） 1st semester  - 木7～8

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