2026-03-08T23:45:01Z https://hiroshima.repo.nii.ac.jp/oai

oai:hiroshima.repo.nii.ac.jp:02018390 2025-06-04T02:59:21Z 1727147343679:1730442836381:1730442839440

学校ベースの教師教育者は教育実習指導経験をいかに意味づけているのか : 4名の教師への相互インタビューを通して A narrative Inquiry on Teaching Practice Instruction for School-based Teacher Educators 宮本, 勇一 Miyamoto, Yuichi 宮本 Miyamoto 勇一 Yuichi 粟谷, 好子 Awatani, Yoshiko 粟谷 Awatani 好子 Yoshiko 石川, 照子 Ishikawa, Teruko 石川 Ishikawa 照子 Teruko 西村, 豊 Nishimura, Yutaka 西村 Nishimura 豊 Yutaka 深見, 智一 Fukami, Tomokazu 深見 Fukami 智一 Tomokazu 両角, 遼平 Morozumi, Ryohei 両角 Morozumi 遼平 Ryohei open access Teaching practice instruction teacher educator experiential learning Professional development for teacher educator While teaching practice in school for pre-service teachers currently gains more attention by researchers who find positive effects for mentors, it has not been focused yet how teaching practice instruction could be the arena of professional development for school-based teacher educators. To discuss the importance of fostering professional development of school-based teacher educators through teaching practice in school, this paper held an interview with four teacher educators who experienced growth through teaching practice instruction. Through the analysis of their narratives of how they view teaching practice instruction, experience-based learning process to be a teacher educator was found with four key categories. This paper then reconstructed experiential learning model: Those key categories played important roles for proceeding experiential learning cycle that indicates strategies for the professional development. 広島大学大学院人間社会科学研究科附属教育実践総合センター 2022-03-18 jpn departmental bulletin paper VoR https://doi.org/10.15027/52345 https://hiroshima.repo.nii.ac.jp/records/2018390 10.15027/52345 1341-111X AN10491493 学校教育実践学研究 Hiroshima journal of school education 28 57 57 68 https://hiroshima.repo.nii.ac.jp/record/2018390/files/HiroshimaJSchEduc_28_57.pdf 736.7 KB