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How Do Pre-service Science Teachers Develop Their Teacher Knowledge? : A Qualitative Study Focusing on Teaching Practice in Schools
https://hiroshima.repo.nii.ac.jp/records/2016157
https://hiroshima.repo.nii.ac.jp/records/201615723df08c8-e287-457b-bd49-9fa16cb46c16
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
TRDLS-en_2_23.pdf (518.7 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||
| タイトル | ||||||||||
| タイトル | How Do Pre-service Science Teachers Develop Their Teacher Knowledge? : A Qualitative Study Focusing on Teaching Practice in Schools | |||||||||
| 言語 | en | |||||||||
| 作成者 |
Ochi, Takuya
× Ochi, Takuya
× Isozaki, Tetsuo
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Science Teacher | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Pre-service Teacher Education/Training | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Teaching Practice | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Teacher Knowledge | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | Pedagogical Content Knowledge | |||||||||
| 主題 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | This study aimed to explore the facts of what knowledge student teachers acquired/developed through teaching practice in schools, along with the primary factors behind this. First, a framework for interpreting teacher knowledge was stipulated through analysis of previous studies. Next, one teaching-practice group that trained student teachers in Lower Secondary School B Attached to National University A was selected to perform field work as a case. And also, we observed lessons, participated in reflective meeting/conference, and conducted interview survey. Then, the data that was gathered through the interview survey was analysed qualitatively with SCAT (Otani, 2008b, 2011). The results gained through analysis were classified from three viewpoints: the influence of the mentor, observations on other student teachers’ lessons, and reflection on their own practice. Discussing with the model of teacher professional knowledge and skill by Gess-Newsome (2015), the followings were pointed out: (1) knowledge base is acquired/developed by capturing reflectively their own classroom practice, reflective meeting/conference and observations of other student teachers based on their view of (science) lessons, which is begun to construct through educative mentoring and observations lessons by the mentor; and (2) collaboration with other student teachers enables to conduct teaching practice more reflectively. | |||||||||
| 言語 | en | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | This article translated into Japanese is published in the journal Gakushu Shisutemu Kenkyu, Vol.3. | |||||||||
| 出版者 | ||||||||||
| 出版者 | Research Initiative for Developing Learning Systems (RIDLS) | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | journal article | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 関連情報 | ||||||||||
| 識別子タイプ | URI | |||||||||
| 関連識別子 | http://ir.lib.hiroshima-u.ac.jp/00040573 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2189-9460 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 23 | |||||||||
| 書誌情報 |
Theory and Research for Developing Learning Systems Theory and Research for Developing Learning Systems 巻 2, p. 23-33, 発行日 2016-03 |
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| 見出し | ||||||||||
| 大見出し | Original Articles | |||||||||
| 言語 | ja | |||||||||
| 見出し | ||||||||||
| 大見出し | Original Articles | |||||||||
| 言語 | en | |||||||||
| 旧ID | 41534 | |||||||||
