集団把握力を養成する課外型インターンシップカリキュラムの開発 : 教育実習・ボランティア体験の限界への挑戦

Le résumé fourni par la source

Regarding the inability of beginning elementary school teachers to immediately become independent\nteachers at school, one survey shows that the current teacher training programs in the four-year training at\nuniversities fail to equip undergraduates who aspire to become teachers with the minimum qualifications and\nabilities, such as classroom management, counseling and guidance, and assessment (2011). The Tokyo\nmetropolitan government designed the elementary school teacher-training curriculum in 2010, requiring\nprospective teachers to acquire the knowledge and ability to implement classroom discipline and to provide\nappropriate instruction in teaching subjects before graduation. Based on this policy, each university with\nteacher training programs aims to improve its curriculum and to provide students with more hands-on\nopportunities including volunteer experience as well as practice teaching.\nIn fact, beginning teachers at schools do have knowledge of curriculum planning and the spirit and methods\nfor guiding children. In reality, however, they cannot appropriately implement this knowledge when as the\nmain teacher they face children. This reality shows that practice teaching and volunteer experience are\ninsufficient to make the undergraduates become proactive as the leader of a class. Therefore, investigative\nlearning and real-experience as the main teacher are crucial during the training period.\nThe new internship curriculum in this study seeks to expand the undergraduates’ activities to extracurricular\nactivity time and challenge the limits of practice teaching and volunteer experience.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.