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Please use this identifier to cite or link to this item: http://ir.jwcpe.ac.jp/dspace/handle/123456789/1102

Title: 模擬保育形式の授業における学生の体験 : 運動遊びの実践を通して
Other Titles: Students'experiences during a mock lesson simulating childcare : Through the practice of physical activity
Authors: 桐川, 敦子
櫻木, 真智子
黒澤, 寿美
望月, 久也
森田, 陽子
梁川, 悦美
Kirikawa, Atsuko
Sacragi, Machiko
Kurosawa, Sumi
Mochizuki, Hisaya
Morita, Yoko
Yanagawa, Etsumi
キリカワ, アツコ
サクラギ, マチコ
クロサワ, スミ
モチヅキ, ヒサヤ
モリタ, ヨウコ
ヤナガワ, エツミ
Keywords: Preschool teacher training
active learning
mock lesson
Grounded Theory Approach (GTA)
Issue Date: Mar-2018
Abstract: This paper aims to identify the effectiveness of a lesson based on active learning that is regularly practiced for preschool teacher training. A class of “Childcare Contents Teaching Method II (Health)” of B University discussed a lesson that involved group work for simulating childcare under the theme of teaching through exercise play, with students undertaking the roles of a care provider and/or a child. Students'experiences during the lesson were clarified, and the findings were compared with the results of the previous study by Kirikawa (2017) for discussion. Kirikawa's study was conducted in the same context as the present study and reported the effectiveness of the lesson conducted with children from A University-affiliated kindergarten as participants.  Analysis of the descriptions provided by the participating students revealed that they were committed to utilize their learnings from previous classes and “put themselves in the children's place” during the lesson, in either the role of a care provider or a child. In the previous study, the students engaged in joint activities with children and were considered to have grown while learning from children. In the present study, the students learned and acquired an “inquiring” mind, which is a prerequisite for preschool teachers by working from the children's viewpoint.
URI: http://ir.jwcpe.ac.jp/dspace/handle/123456789/1102
ISSN: 02850095
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