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英語教員養成課程学生は授業の何を言語化したか ―英語科目のStudent Assistant 活動を通じて―
https://hokuriku.repo.nii.ac.jp/records/2000108
https://hokuriku.repo.nii.ac.jp/records/200010804ec14f9-412b-43fa-b24e-b7ccc3c6fb26
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
commu02.pdf (2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-03-29 | |||||||
| タイトル | ||||||||
| タイトル | 英語教員養成課程学生は授業の何を言語化したか ―英語科目のStudent Assistant 活動を通じて― | |||||||
| 言語 | ja | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題 | 教師教育 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題 | 授業観察 | |||||||
| キーワード | ||||||||
| 言語 | ja | |||||||
| 主題 | スチューデント・アシスタント（SA） | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| その他（別言語等）のタイトル | ||||||||
| その他のタイトル | What Dimensions in Classes Did Aspiring English Teachers Verbalize? ―Through the Experiences as Student Assistants of English Classes― | |||||||
| 言語 | en | |||||||
| 著者 |
川村拓也
× 川村拓也
|
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| 著者（英） | ||||||||
| 姓名 | Kawamura Takuya | |||||||
| 言語 | en | |||||||
| 所属機関名 | Faculty of International Communication, Hokuriku University | |||||||
| 言語 | en | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This research investigates the experiences of Student Assistants (SAs) in the teacher education program at Hokuriku University, focusing on their participation in and observation of two first-year English proficiency courses during the second semester of the 2022 academic year. The study aims to identify challenges and opportunities for improving teacher education practices through the SA system. The present study considers the value of SAs participating in and observing university-level English classes to enhance their reflective skills. This approach allows SAs to shift from passive observers to adopting the perspective of instructors, broadening their understanding of the processes and factors involved in English classes. The study addresses the question: "What insights do teacher education program students verbalize through language articulation during their observation of university-level English classes as Student Assistants?" The findings highlight three key themes in SA reflections: a strong interest in "learner participation" "learner comprehension" and "learner individual characteristics." Students tended to articulate more about "learning" than "teaching" and a lack of explicit "inference" regarding course progression was observed. Specific guidance to be given by a teacher educator is also considered based on SAs records of reflection. |
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| 言語 | en | |||||||
| 書誌情報 |
ja : 北陸大学紀要 en : Bulletin of Hokuriku University 号 56, p. 107-120, 発行日 2024-03-29 |
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| 出版者 | ||||||||
| 出版者 | 北陸大学 | |||||||
| 言語 | ja | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 2186-3989 | |||||||
