@article{oai:kumadai.repo.nii.ac.jp:00025223,
 author = {中山, 玄三 and Nakayama, Genzo and 中山, 玄三 and Nakayama, Genzo},
 journal = {熊本大学教育実践研究},
 month = {Feb},
 note = {application/pdf, 論文(Article), 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.},
 pages = {1--20},
 title = {フレンドシップでの体験による学びの限界},
 volume = {25},
 year = {2008},
 yomi = {ナカヤマ, ゲンゾウ and ナカヤマ, ゲンゾウ}
}