Student teachers’ development through a first-time teaching practicum and challenges: a qualitative case study approach
Student teachers’ development through a first-time teaching practicum and challenges: a qualitative case study approach
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实习教师通过首次教学实践和挑战的发展：定性案例研究方法
DOI：
10.1080/02607476.2022.2104629
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发表时间：
2022
影响因子：
4
通讯作者：
Kobayashi Minoru
中科院分区：
文献类型：
--
作者：
Kakazu Kengo;Kobayashi Minoru
日本于 2019 年颁布了新的教师教育课程，从此可以将学校经历和实习纳入实习学分中。然而，实习内容安排不系统，对师生学习及其通过实习实现的专业发展的讨论也有限。本研究的目的是确定和研究 ST 在其最初的学校经历中面临的挑战，特别关注开始教师教育计划的 ST。参加教师教育项目早期阶段的 28 名 ST 参与了这项定性案例研究。研究结果表明，ST 已经认识到自己在理解学生、教学技巧和方法以及积极沟通方面面临的挑战。此外，结果再次证实了早期学校经验在教师培训中的价值。特别是，结果表明，第一次学校经历可以帮助 ST 认识到获得了解和像教师一样行事所需的知识和技能的重要性，以及在大学理论学习的重要性。
Japan enacted a new teacher education curriculum in 2019, following which it became possible to include school experiences and internships within one’s practicum credits. However, the contents of the practicum are not systematically arranged, and discussions on student-teachers’ (STs) learning and their resulting professional development achieved through the practicum are limited. The purpose of this study is to identify and examine the challenges STs faced in their initial school experience, with a particular focus on STs who began their teacher education programme. Twenty-eight STs attending the early stages of a teacher education programme participated in this qualitative case study. The findings suggest that STs have recognised their own challenges regarding understanding students, teaching skills and methods, and active communication. In addition, the results re-confirm the value of early school experience in teacher training. Particularly, the results suggest that the first school experience can help STs realise the importance of acquiring the knowledge and skills necessary to know and act like a teacher, and the importance of theoretical learning at university.