IMPROVEMENT OF QUORITY OF TEACHING PRACTICE WITH ELECTRIC PORTFOLIO
Grant-in-Aid for Scientific Research (C)
|Allocation Type||Single-year Grants |
|Research Institution||CHIBA UNIVERSITY |
NUKUI Masanori CHIBA UNIVERSITY, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (50009031)
MIYAKE Syoutaro OHITA COLLEGE OF ART, PROFESSOR, 教育学部, 教授 (50107017)
MURAI Moriyasu OHITA UNIVERSITY, PROFESSOR, 教育福祉学部, 教授 (70040730)
MIURA Kanae CHIBA UNIVERSITY, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (20012560)
YOSHIDA Masami MALTI MEDIA EDUCATION, AS. PROFESSOR, メディア教育開発センター, 助教授 (80221670)
|Project Period (FY)
2001 – 2002
Completed (Fiscal Year 2002)
|Budget Amount *help
¥3,400,000 (Direct Cost: ¥3,400,000)
Fiscal Year 2002: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2001: ¥2,500,000 (Direct Cost: ¥2,500,000)
|Keywords||TEACHING PRACTICE / PORTFOLIO / SELF-EVALUATION / DEJITALIZE / ELEMEMTARY SCHOOL / 振り返り|
A method of teaching practice was changed in Chiba University faculty of Education from 2001, and the teaching practice became carry out for grade three. It was the switchover period in 2001. Grade 3 and 4 students received teaching practice and they made portfolios. I show a report when the following lasts in both year and carried out making.
Portfolio making enforcement schools : Five public elementary schools in Chiba and Chiba University attached elementary school
The making time and the number of students : It is October, 2002 from April, 200K 20 studesnts of elementary school major course 3th and 4th grade.
A procedure of making : I distributed file, pocket files, stickies, which were necessary for portfolio making, to student teacher and held a briefing session with a guide of making portfolio, a training aim, a training evaluation item before their teacher training.
I visited them during training and observed their lessones. And I held portfolio conferences with them while watching
the portfolio which each person made after training. The advisers of training schools did not participate in making of portfolios.
1 I held a portfolio conferences after training in each training school. The given opinions are listed in the following.
(1) It is convenient to reflect on their trainings because all records are unified. It become a document of good memory and reflection of training.
(2) During teacher training, they were very busy for preparations of lessons and guidance of puples, then they do not get time to reflect on their portfolio,
(3) A device to make a purpose of collection to limit a document to collect clear is necessary.
2 I digitized the portfolio which I made with a scanner.
3 I took these opinions and practice into account and, by 2002, reorganized contents concerned with refinement training as a permanent portfolio and tried digitization.
4 I sent a portfolio letter were send to adviser teacher every one week and were digitized. The letter was popular to trainees.
5 I planned that I picked up an email of a cellular phone between trainees on a bulletin board of a PC and shared information between trainees, but decided to examine it because a problem of privacy might happen. Less
Report (3 results)
Research Products (4 results)