| Project/Area Number |
26560132
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Educational technology
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| Research Institution | Waseda University |
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Principal Investigator |
Asada Tadashi 早稲田大学, 人間科学学術院, 教授 (00184143)
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | メンタリング / 教師教育 / 教授技術 / 介入授業 / 教授スキル / 授業設計 / オンゴーイング法 |
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| Outline of Final Research Achievements |
This study is to develop the mentoring system through on-going cognitive intervention for helping a mentor to learn teaching skills. This system consists of three phases, co-planning, on-going cognitive intervention, and reflective conversation. To explore the effectiveness of this system, this system were used at 3 elementary schools and one junior-high school. Participants were 3 elementary teachers, 1 junior-high teacher and 3 mentors. All conversations were recorded by IC recorder.
As the result of content analysis of conversations, this system was effective for a mentee because a mentor provided teaching skills based on a concrete teaching situation. And in reflective conversation, a mentor made his personal practical teaching theory explicit, that is, why he gave the on-going comment in that situation, so a mentee could learn both teaching skill and practical knowledge. This study suggests the possibility of teaching teaching skills through this developed system.
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