{"created":"2024-05-22T02:44:37.907928+00:00","id":2000014,"links":{},"metadata":{"_buckets":{"deposit":"c69c7b2d-8628-4501-9b33-5331ca55cc75"},"_deposit":{"created_by":19,"id":"2000014","owner":"19","owners":[19],"pid":{"revision_id":0,"type":"depid","value":"2000014"},"status":"published"},"_oai":{"id":"oai:kyujyo.repo.nii.ac.jp:02000014","sets":["1:4:1716269449145"]},"author_link":[],"control_number":"2000014","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2023-09-30","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"1","bibliographicPageEnd":"10","bibliographicPageStart":"1","bibliographicVolumeNumber":"60","bibliographic_titles":[{"bibliographic_title":"九州女子大学紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Bulletin of Kyushu Women's University","bibliographic_titleLang":"en"}]}]},"item_10002_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究では、特別支援学校での教育実習を行う学生が、教育実習に積極的かつ効率的に自信をもって臨め\nるように、障害のある児童生徒の実態把握から指導目標の設定、合理的配慮の提供並びにそれに基づく評価\nに至るまでの授業実践力指導プログラムを適用し、その効果を指導の事前事後及び教育実習後を通して検討\nすることを目的とした。\n　対象は、特別支援学校教諭免許状の取得を目指す４年次学部学生32名であった。指導プログラムは、髙\n良（2022）５）により、①児童生徒の実態把握、②指導目標の優先順位の決定、③指導目標に対する合理的\n配慮及び指導の手立ての検討、④目標設定に基づく評価の設定と実際で構成されたものを用いた。\n　その結果、対象の大半の学生が肯定的な評価を行い、特別支援学校での教育実習に対する不安軽減に繋がっ\nた。この状況は、教育実習を経験した後に一層高まった。一方で、経験不足や実習期間の短さもあり、実習\n生が児童生徒の実態把握から指導目標、評価の設定に至る技能を十分に獲得できないままに実習をする状況\nが生じることにより、一部の学生に困惑が生じた結果も垣間見られた。その際には、事前指導の成果が教育\n実習の後も現れにくいことも分かった。\n　これらの結果に、コロナ禍等の状況により教育実習前に児童生徒との十分な接触経験の機会を確保できな\nいことなどにも考慮して、特別支援学校教育実習における事前事後の指導の在り方について考察を加えた。","subitem_description_language":"ja","subitem_description_type":"Abstract"},{"subitem_description":"In this study, we aim to understand the actual situation of children with disabilities, set teaching goals,\nand provide reasonable accommodation so that students who practice teaching at special needs schools can\nface their teaching practice positively and efficiently with confidence. The purpose of this study was to apply a\npractical instruction program for practical instruction up to the evaluation based on it, and to examine its effect\nbefore and after the instruction and after the teaching practice.\nThe subjects were 32 fourth-year undergraduate students aiming to obtain a special support school\nteacher’s license. According to Kohra (2022) 5), the guidance program consists of ①an understanding of the\nactual situation of children and students, ②determination of priority of guidance goals, ③ consideration of\nreasonable consideration for guidance goals and consideration of guidance methods, and ④evaluation based\non goal setting. I used the one that consisted of setting and reality.\nAs a result, most of the target students gave a positive evaluation, which led to a reduction in anxiety\nabout teaching practice at a special support school. This situation was further heightened after experiencing\nteaching practice. On the other hand, due to the lack of experience and the short training period, there is a\nsituation where trainees do training without acquiring sufficient skills from grasping the actual situation of\nchildren and students to setting teaching goals and evaluation. There was also a glimpse of the result that\nstudents were confused. At that time, it was found that the results of pre-guidance did not appear even after\nteaching practice.\nBased on these results, considering the fact that it is not possible to secure sufficient opportunities to\nexperience contact with children before teaching practice due to the situation such as the corona crisis, we will\nconsider how to teach before and after special support school teaching practice. was added.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_10002_full_name_3":{"attribute_name":"著者（英）","attribute_value_mlt":[{"names":[{"name":"Hideaki KOHRA","nameLang":"en"}]}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"九州女子大学","subitem_publisher_language":"ja"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12452639","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"1884-0159","subitem_source_identifier_type":"PISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"髙良秀昭","creatorNameLang":"ja"},{"creatorName":"コウラヒデアキ","creatorNameLang":"ja-Kana"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_access","date":[{"dateType":"Available","dateValue":"2024-05-22"}],"filename":"kiyo60-1-1.pdf","filesize":[{"value":"1.5 MB"}],"format":"application/pdf","licensetype":"license_11","mimetype":"application/pdf","url":{"url":"https://kyujyo.repo.nii.ac.jp/record/2000014/files/kiyo60-1-1.pdf"},"version_id":"97fb6c62-0f39-4ebc-b191-391f1e1a51bf"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"特別支援学校教育実習","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"実態把握","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"目標設定","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"合理的配慮","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"評価","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"授業実践力","subitem_subject_language":"ja","subitem_subject_scheme":"Other"},{"subitem_subject":"Special support school education training","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Teaching program","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"Understanding the actual situation","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"setting goals","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"reasonable accommodation","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"evaluation","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"practical teaching ability","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"授業実践力指導プログラムが教育実習後に及ぼす効果 －特別支援学校教育実習の事前事後指導を通して－","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"授業実践力指導プログラムが教育実習後に及ぼす効果 －特別支援学校教育実習の事前事後指導を通して－","subitem_title_language":"ja"},{"subitem_title":"Effect of practical teaching ability guidance program after teaching practicum. − Through pre-post guidance of special support school teaching practice.−","subitem_title_language":"en"}]},"item_type_id":"10002","owner":"19","path":["1716269449145"],"pubdate":{"attribute_name":"公開日","attribute_value":"2024-05-22"},"publish_date":"2024-05-22","publish_status":"0","recid":"2000014","relation_version_is_last":true,"title":["授業実践力指導プログラムが教育実習後に及ぼす効果 －特別支援学校教育実習の事前事後指導を通して－"],"weko_creator_id":"19","weko_shared_id":-1},"updated":"2024-07-19T06:39:13.497925+00:00"}