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英語科教育実習生の授業設計力 ―学習指導案の修正活動を通した Pedagogical Content Knowledge の発達―
https://hju.repo.nii.ac.jp/records/1084
https://hju.repo.nii.ac.jp/records/1084a2b521d5-3e59-4489-a1d8-164a52c5395c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
eibeibungaku17hatano.pdf (2.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-02 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 英語科教育実習生の授業設計力 ―学習指導案の修正活動を通した Pedagogical Content Knowledge の発達― | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Pre-service EFL Teachers' Lesson Planning: Development of Pedagogical Content Knowledge through Revising Lesson Plans | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Pedagogical Content Knowledge | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 学習指導案 | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 授業設計力 | |||||||||||
| キーワード | ||||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 教育実習生 | |||||||||||
| 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 |
波多野, 五三
× 波多野, 五三
× Hatano, Izumi
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | This paper examines the extent to which pre-service EFL teachers develop their pedagogical content knowledge through revising lesson plans. Twenty 3rd and 4th year university students participated in this research. After implementing a practice lesson they each designed, they were required to write an essay about how the qualities of the original plan could be improved. A qualitative analysis of their reflections and proposals addressed as many as eleben axes of awareness around which they activated planning decisions. Among these are timing of teaching procedures, evaluation of learners' responses, modification of teaching materials and classroom activites, provision of appropriate input, synchronizing of lesson objectives with lesson contents, etc. Although only a few students were perceived to be capable of exploiting metacognitions such as selection, analysis, integration, illustration, analogy, etc. in the process of revising, this study emphasizes the relevance of lesson planning to other teacher preoaration schemes and strategies. | |||||||||||
| 書誌情報 |
広島女学院大学英語英米文学研究 号 17, p. 65-107, 発行日 2009-03-30 |
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| 出版者 | ||||||||||||
| 出版者 | 広島女学院大学 | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 0917-964X | |||||||||||
| フォーマット | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | application/pdf | |||||||||||
| 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 | |||||||||||
