Design of a Program of Nurturing Reflectiveness : The Portfolios of Student-Teachers of English at Elementary Schools

2011年4月，英语活动被引入日本所有公立小学的高年级。在活动中，班主任应该是负责人，尽管培训课程并没有提供给很多班主任。为了培养能够负责英语活动的小学教师，档案袋有望提高未来希望成为小学教师的研究生和大学生的反思性教师的态度。在2009年秋冬季和2010年秋冬季，约20名研究生和大学生分别参加了预实验和主实验，实验均在研究人员所在的大学附属小学进行。实验结果表明，档案袋，尤其是会议，在英语活动中有效地培养了反思型教师的态度。此外，还开发了利用投资组合的程序。

In April of 2011, English activities were introduced to upper grades of all public elementary school in Japan. In the activities, homeroom teachers are supposed to be in charge, though training courses have not been offered to many homeroom teachers.In order to nurture elementary school teachers who can be responsible for English activities, portfolios are expected to enhance the attitude of reflective teachers of graduate school students and university students who hope to be elementary teachers in future. In fall and winter of 2009 and 2010, about 20 graduate school students and university students participated in the pre-experiment and the main experiment respectively, both of which were conducted at the elementary school attached to the University where the researcher works. The results of the experiment showed that portfolios, particularly conferences, were effective in nurturing the attitude as reflective teachers in English activities. Also, the program utilizing portfolios was developed.