Student Teachers’ Discourse During Puppetry-Based Microteaching.
Student Teachers’ Discourse During Puppetry-Based Microteaching.
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木偶微格教学中学生教师的话语。
DOI：
10.1007/978-3-030-33232-7_20
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
H.
中科院分区：
文献类型：
--
作者：
Wakimoto;T.;Sasaki;H.;Hirayama;R.;Mochizuki;T.;Eagan;B.;Yuki;N.;Funaoi;H.;Kubota;Y.;Suzuki;H.;& Kato;H.
本研究探讨以木偶戏为基础的桌面微教学系统，与一般的微教学相比，对学生教师训练的贡献。本研究使用一种名为“EduceBoard”的基于木偶剧的微教学系统来分析学生教师的话语。分析包括认识论网络分析，以确定影响变化的具体特征，并澄清所发现的特定话语模式，并对话语数据进行定性分析。结果表明，以木偶戏为基础的微教学和即兴对话，激发了学生教师的实践洞察力，并为他们提供了发展学生学习和顺利经营课堂的机会。
This study investigates how puppetry-based tabletop microteaching systems can contribute to student teacher training compared with normal microteaching. The study analyzes student teachers’ discourse using a puppetry-based microteaching system called “EduceBoard” introduced to a university class. The analysis included an epistemic network analysis to identify the specific features that influence changes and clarify particular discourse patterns that were found and a qualitative analysis of the discourse data. Results indicate that the puppetry-based microteaching and improvisational dialogs that it elicited enhanced student teachers’ practical insights and gave them the opportunity to develop their students’ learning and run the class smoothly.