TRA CỨU
  • Bài trích
  • 教師研修としての授業観察に対する 現職日本語教師集団の目的意識 :
Tác giả CN 野瀬由季子 ; [Nose Yukiko]
Nhan đề 教師研修としての授業観察に対する 現職日本語教師集団の目的意識 : 日本語学校の常勤及び非常勤集団へのインタビュー調査の質的分析 / 野瀬由季子, 大山牧子, 大谷晋也 ; [Nose Yukiko, Oyama Makiko, Otani Shinya]
Nhan đề khác Teachersʼ Perceptions of Classroom Observation for Professional Development: A Qualitative Analysis of Interviews with Full-time and Part-time Teachers of Japanese at a Language School
Thông tin xuất bản Japan : 日本語教育学会, 2020
Mô tả vật lý p. 48-63
Tóm tắt There is an urgent need to develop self-directed Japanese language teachers by engaging them in reflective practice. In response to this need, classroom observation has been recommended as a method of teacher development （Okazaki & Okazaki, 1997）. Aiming to support the practice of classroom observation, this paper attempts to investigate how teachers, both observers and observees, perceive the purpose of classroom observation carried out as part of a teacher training program at a Japanese language school in Japan. Semi-structured interviews were conducted with six teachers（three full-time and three part-time）. Interview transcripts were analyzed qualitatively using SCAT （Otani, 2019）and a framework proposed by the authors consisting of three orientation types: assessment, open-practice, and reflectionsharing. The result indicates that each teacher has a specific orientation toward classroom observation activities. Nevertheless, they may occasionally show signs of inclination toward a different orientation type at the same time or gradually change their major orientation. Consequently, the current study has significant implications for the importance of designing activities that take into account the role of Japanese language teachers and their relationship with each other.
Tóm tắt 内省を通して実践を創造していく自己研修型教師としての日本語教師の養成・研修は喫緊の課題 であり，その一手法として授業観察が存在する（岡崎・岡崎 1997）。授業観察の支援環境の構築を 目指して，本研究では，国内の日本語学校で教師研修として実施される授業観察を対象に，観察者 と授業者の授業観察への目的意識を明らかにする。日本語学校の常勤3 名（観察者）と非常勤3 名 （授業者）に半構造化インタビュー調査を実施し，逐語録に対してSCAT（大谷 2019）による質的分 析をおこない，授業観察に対する目的意識を，筆者らが作成した【評価志向型】【実践公開志向型】 【内省共有志向型】の枠組みで考察した。その結果，各観察者／授業者は基本的に特定の志向型 を軸に授業観察を捉えながらも，同時に別の志向型の要素を持ち合わせていたり，軸とする志向性を 徐々に変容させたりしていくことが明らかになった。このことから日本語学校での役割や教師間の関係 性を考慮した活動デザインの重要性が示唆された。
Đề mục chủ đề 日本語教師
Đề mục chủ đề Japanese language teacher
Đề mục chủ đề Giáo viên tiếng Nhật--Đào tạo
Thuật ngữ không kiểm soát Tiếng Nhật Bản
Thuật ngữ không kiểm soát Đào tạo giáo viên
Thuật ngữ không kiểm soát Giảng dạy
Tác giả(bs) CN 大山牧子 ; [Oyama Makiko]
Tác giả(bs) CN 大谷晋也 ; [Otani Shinya]
Nguồn trích 日本語教育[Japanese language education]- 176, 8.2020
Tệp tin điện tử http://www.nkg.or.jp/wp/wp-content/uploads/2020/08/176_4abstract.pdf
    Vốn tư liệu
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0410 |ajpn
044 |aja
1000|a野瀬由季子 ; [Nose Yukiko]
24510|a教師研修としての授業観察に対する 現職日本語教師集団の目的意識 : |b日本語学校の常勤及び非常勤集団へのインタビュー調査の質的分析 / |c野瀬由季子, 大山牧子, 大谷晋也 ; [Nose Yukiko, Oyama Makiko, Otani Shinya]
246|aTeachersʼ Perceptions of Classroom Observation for Professional Development: A Qualitative Analysis of Interviews with Full-time and Part-time Teachers of Japanese at a Language School
260 |aJapan : |b日本語教育学会, |c2020
300|ap. 48-63
520|aThere is an urgent need to develop self-directed Japanese language teachers by engaging them in reflective practice. In response to this need, classroom observation has been recommended as a method of teacher development （Okazaki & Okazaki, 1997）. Aiming to support the practice of classroom observation, this paper attempts to investigate how teachers, both observers and observees, perceive the purpose of classroom observation carried out as part of a teacher training program at a Japanese language school in Japan. Semi-structured interviews were conducted with six teachers（three full-time and three part-time）. Interview transcripts were analyzed qualitatively using SCAT （Otani, 2019）and a framework proposed by the authors consisting of three orientation types: assessment, open-practice, and reflectionsharing. The result indicates that each teacher has a specific orientation toward classroom observation activities. Nevertheless, they may occasionally show signs of inclination toward a different orientation type at the same time or gradually change their major orientation. Consequently, the current study has significant implications for the importance of designing activities that take into account the role of Japanese language teachers and their relationship with each other.
520|a内省を通して実践を創造していく自己研修型教師としての日本語教師の養成・研修は喫緊の課題 であり，その一手法として授業観察が存在する（岡崎・岡崎 1997）。授業観察の支援環境の構築を 目指して，本研究では，国内の日本語学校で教師研修として実施される授業観察を対象に，観察者 と授業者の授業観察への目的意識を明らかにする。日本語学校の常勤3 名（観察者）と非常勤3 名 （授業者）に半構造化インタビュー調査を実施し，逐語録に対してSCAT（大谷 2019）による質的分 析をおこない，授業観察に対する目的意識を，筆者らが作成した【評価志向型】【実践公開志向型】 【内省共有志向型】の枠組みで考察した。その結果，各観察者／授業者は基本的に特定の志向型 を軸に授業観察を捉えながらも，同時に別の志向型の要素を持ち合わせていたり，軸とする志向性を 徐々に変容させたりしていくことが明らかになった。このことから日本語学校での役割や教師間の関係 性を考慮した活動デザインの重要性が示唆された。
65000|a日本語教師
65000|aJapanese language teacher
65000|aGiáo viên tiếng Nhật|xĐào tạo
6530 |aTiếng Nhật Bản
6530 |aĐào tạo giáo viên
6530 |aGiảng dạy
7000|a大山牧子 ; [Oyama Makiko]
7000|a大谷晋也 ; [Otani Shinya]
773|t日本語教育[Japanese language education]|g176, 8.2020
856|uhttp://www.nkg.or.jp/wp/wp-content/uploads/2020/08/176_4abstract.pdf
890|a0|b0|c0|d0

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