Total pages：179p   Language：Japanese

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Language：Japanese

CiNii Books

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Language：Japanese   Publisher：The Japanese Association of Special Education  

The present study implemented an on-the-job training program at a special needs education school introducing facilitators, focused on designing individual teaching plans for Jiritsu Katsudo. It explored the perceptions of the participating teachers and investigated how those teachers, serving as facilitators, perceived the on-the-job training. In the training, teacher groups were formed, with multiple teachers creating individual teaching plans within their respective groups. Facilitators were assigned to each group to guide proceedings and provide support. Three factors were extracted as the structure of the participating teachers’ awareness regarding the training program: overall understanding of the actual situation, learning through collaboration, and information that can be understood in common. According to the facilitators, the training program’s collaboration among multiple teachers facilitated a multi-faceted understanding of the overall situation. Furthermore, the facilitators devised collaborative procedures, which possibly improved the self-educational skills of the teacher groups. Additionally, the introduction of the facilitators seemed to offer time efficient benefits.

DOI： 10.6033/tokkyou.24p025

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Other Link： https://ndlsearch.ndl.go.jp/books/R000000004-I034390732

Language：Japanese   Publisher：山形大学教職研究総合センター  

論文(Article)

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Other Link： http://id.ndl.go.jp/bib/032744704

Language：Japanese   Publisher：The Japanese Association of Special Education  

The present study examined how teachers who are teaching Jiritsu Katsudo, a specialized field in the national curriculum of special needs schools in Japan, to students with profound and multiple disabilities at special needs schools for children with physical disabilities cope with difficulties in those lessons, and to examine the teacher-acquired content that resulted. The participants were teachers at 44 schools for children with physical disabilities. A factor analysis of the questionnaire items dealing with the process of teaching lessons in independent living verified that teachers recognized their difficulties and solved them through collaboration with their colleagues. The results of a multivariate analysis of variance revealed that the teachers with 1 to 5 years of teaching experience at special needs schools for children with physical disabilities tended to recognize their own teaching difficulties, whereas teachers who had had many opportunities to consult one another tended to solve teaching difficulties by collaborating with their colleagues. Analysis of the free-response descriptions of teacher-acquired content for coping with difficulties revealed that during lessons in Jiritsu Katsudo, the teachers acquired knowledge and techniques on how to teach physical movements, learned teaching methods that were adapted to the children's individual characteristics, and developed diverse perspectives that were required for teachers. The teacher-acquired contents varied according to individuals' years of experience teaching students with physical disabilities. These results suggest the need for teachers to receive training in Jiritsu Katsudo, as well as a need for school organizations to be established that promote teachers' collaboration and for a reexamination of training content according to teachers' practical experience.

DOI： 10.6033/tokkyou.59.73

DOI： 10.6033/tokkyou.21b026_references_DOI_RJknyo3aIIb7Bwqmgjhot5CzTJV

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Other Link： https://ndlsearch.ndl.go.jp/books/R000000004-I031743184