| Project/Area Number |
23720291
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Aoyama Gakuin University |
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Principal Investigator |
TAKAGI Akiko 青山学院大学, 教育人間科学部, 准教授 (50343629)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 教員養成 / 省察 / ポートフォリオ / 教師の成長 |
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| Research Abstract |
The study was conducted in a methodology course on teaching English as a foreign language in pre-service teacher education program at a private university. The course was a requirement for students seeking an English teacher's license. The class met once per week for two semesters over the course of a year. They were required to use a teaching portfolio over the course. In addition, each week, the students were asked to submit a reflection journal to an electronic discussion board to reflect on what they learned in class. The results showed that using teaching portfolios and weekly journals, the students integrated theory and practice by reflecting on their own past learning experiences from a learner's viewpoint and visualized their future image of teaching based on reflecting from a teacher's perspective. In summary, constant reflection on the course helped the student teachers professional development.
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