WEKO3
アイテム
フレンドシップでの体験による学びの限界
http://hdl.handle.net/2298/21343
http://hdl.handle.net/2298/21343e813fa70-95a1-47ef-b590-d14a9e17cf89
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0025_001-020.pdf (2.2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2011-09-15 | |||||||||||
| タイトル | ||||||||||||
| タイトル | フレンドシップでの体験による学びの限界 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | フレンドシップ デノ タイケン ニ ヨル マナビ ノ ゲンカイ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | The Limits to Experiential Learning within the "Friendship Program" | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | experiential learning, competences in professional teaching, pre-service teacher training | |||||||||||
| 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 | departmental bulletin paper | |||||||||||
| 著者 |
中山, 玄三
× 中山, 玄三
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | Basic competences in professional teaching should be developed through the practice-based experiential learning in pre-service teacher training, so called the"Friendship Program". In this study, three phases of limitations to such experiential learning were identified, based on the goal attainment levels of college students assessed by the Three Dimensional Rubric (Nakayama, 2005). (1) First-hands experience in interacting with children does not always promote the intellectual development in understanding children's behavior and characteristics, but is sometimes only limited to enjoying and doing activities. (2) Both developmental levels in observing children and levels of understanding of children are often limited to the individual and personal perception, clearly distinguished from the objective theory. (3) Outcomes of experiential learning can be rarely integrated with student-practice-teaching or academic knowledge and skills in pedagogy, psychology, curriculum and instruction, subject contents etc., that are outreached areas of the Program. Thus, goal settings and instructional strategies should be individualized in order to cope with the goal attainment levels of individual students, which are mainly limited to the abovementioned three phases. As to goal settings, re-orientation towards the enrichment of humanity as professional teachers might be an alternative way to be taken into account. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育実践研究 巻 25, p. 1-20, 発行年 2008-02-29 |
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| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11700236 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 373.7 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部附属教育実践総合センター | |||||||||||
| 言語 | ja | |||||||||||
