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A Research on Self-interpretation and Reflection of Student Teachers and Expert Teachers

实习教师与专家型教师的自我解读与反思研究

基本信息

批准号：
15530498
负责人：
YAMAGUCHI Tsuneo
金额：
$ 1.6万
依托单位：
Shinshu University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530498/
关键词：
student teching clinical experience judgment in clinical stting process record reflection reflective practice speech act case methd 看護実習実践研究自己管理看護過程反省・省察

项目摘要

The purpose of this research is, in three-year research period, to inquire the applicability of "process record" as a method of reflection which has been used in nurse education to the settings of teacher education. The research is focused on the self-interpretation of the student teachers and the expert teachers.In this research, based on the analysis of the process records written by the students of nurse schools and school of nursing, the interview to the researchers and hospital staffs who supervise the reflection of interns, the analysis of the process records written by the student teachers at the school of education and the evaluation of the process record as a method of reflection by the students at the school of education, the followings are clarified.1. The effectiveness of the process record was proved in the teacher education. Through filling out the process record, the student teachers appropriately reflected the interactions between the school children and themselves in the classroom. The process record was effective in clarifying the differences between the facts and the interpretation in the reflection of the communication process.2. The process record, as a method of reflection in bringing up the teacher as reflective practitioner, needs to be improved as the method of class analysis of the subjects teaching so that student teachers might inquire the communication process in the subject teaching.3. The program of teacher education and the curriculum at the school of education have so far focused on the acquisition of the teaching skill in pedagogy. On the contrary, today's teacher needs to increase the ability to communicate with the students/pupils in the classroom. The process record can be applicable to the school education and teacher education as a method of case method and action research.

本研究的目的是通过三年的研究期，探讨护士教育中“过程记录”这一反思方法在教师教育环境中的适用性。研究以实习教师和专家教师的自我解读为主。本研究通过对护士学校和护理学院学生书写的过程记录的分析、对实习生反思的研究者和医院工作人员的访谈、对教育学院实习教师书写的过程记录的分析以及对作为教育学院学生反思方法的过程记录的评价，得出以下结论：澄清.1.过程记录的有效性在教师教育中得到了证明。通过填写过程记录，实习老师恰当地反映了课堂上学生与自己的互动。过程记录有效地澄清了沟通过程中反映的事实与解释之间的差异。2．过程记录作为培养教师反思实践者的反思方法，需要改进为学科教学的课堂分析方法，以便实习教师探究学科教学中的沟通过程。3．迄今为止，教师教育计划和教育学院的课程都侧重于教育学教学技能的获得。相反，今天的老师需要增加在课堂上与学生沟通的能力。过程记录可以作为案例法和行动研究的方法应用于学校教育和教师教育。