Reference Data:
Cook, M., & Brown, H. (2019). Using the study abroad experience to augment preservice teachers’ practicum. In P. Clements, A. Krause, & P. Bennett (Eds.), Diversity and inclusion. Tokyo: JALT.
Preservice training for secondary-school teachers in Japan has been criticized as inconsistent and ineffective and is seen to have little influence on their teaching repertoire. Early career teachers tend to be more strongly influenced by their experiences as students and their observation of senior teachers. However, they lack training in how to effectively observe lessons. In this study, we explored preservice teachers using classroom-observation rubrics while studying abroad as a method to encourage them to observe other teachers’ lessons more effectively. Results show that these preservice teachers noted aspects of their teacher’s classroom practice including flexibility in the pace and flow of the lesson, techniques for classroom management, and attention to students’ individual needs and progress. Results also indicate that the relatively simple intervention, introducing a classroom-observation rubric and encouraging discussion about it, was a catalyst for students to become reflective and critical observers of senior teachers’ classroom practice.
日本の中等教育向けの教職課程は、一貫性がなく、効果がないと批判され、実践的指導力の養成に与える影響は弱いと言われている。若手教員はむしろ、自身の学生時代の経験や先輩教員の授業観察を通して、より強い影響を受けているようだ。しかし、授業を効果的に観察するための訓練の機会が不足している。本稿では、海外研修プログラムに参加している教職志望の学生に、他の教員の授業をより効果的に観察する方法として、授業観察のための注意項目を提示した。その結果、教職希望者は、授業の進め方と流れ、授業運営のやり方、学生一人ひとりのニーズと進捗に対する働きかけなど、実践授業の特徴への気づきがあった。また、この授業観察のための注意項目の提示や、気づいた点を話し合う機会の提供といったちょっとした手助けによって、教職希望者が他の教員の授業をより意識的かつ批判的に観察できるようになった。
