2021 Fiscal Year Final Research Report

A research on the aptitude of elementary school physical education teacher

Research Project

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Project/Area Number	19K11604
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 59030:Physical education, and physical and health education-related
Research Institution	Kokushikan University
Principal Investigator	Hosogoe Junji 国士舘大学, 文学部, 教授 (70365526)
Co-Investigator(Kenkyū-buntansha)	佐々木浩国士舘大学, 文学部, 准教授 (20779574) 荻原朋子順天堂大学, スポーツ健康科学部, 准教授 (50365566) 須甲理生日本女子体育大学, 体育学部, 准教授 (70614478)
Project Period (FY)	2019-04-01 – 2022-03-31
Keywords	小学校体育授業担当者 / 学級担任 / 教科担任 / 専科教員
Outline of Final Research Achievements	The purpose of this study was to examine about the aptitude of elementary school physical education teacher (classroom teacher, specialized PE teacher). In this study, we implemented a survey about the aptitude of elementary school PE teacher. The subjects of this work were about 2,700 elementary school teachers. The results of analysis, about 45% teachers answered the specialized teachers have the PE class is desirable. But about 70% teachers answered the “Team Teaching with specialized teacher” is desirable. From these results, many elementary school teachers think that they want to commit to PE class for understanding their children. From the lesson study, classroom teacher could get highly evaluation with consultation from supervisor. Additionally, even if the specialized teachers teach PE, if they do not have rich teaching experience, they get poor evaluation. From these findings, we concluded that we try to examine this matter through more observation and analysis.
Free Research Field	身体教育学
Academic Significance and Societal Importance of the Research Achievements	2022年度より，全国の小学校では高学年の体育授業へ教科担任制を導入する取り組みが始められた．これを踏まえて本研究では，学級担任と教科担任・専科教員それぞれが導く授業成果や，教師達が教科担任・専科教員の導入に関してどのような意識を抱いているのかを調査・分析した．このことを通して，子どもたちや各学校の実態に照らして，より適切な体育授業実施体制を確立するための条件について，エビデンスをもとに検討しようとした．本研究で得られた結果は，教師教育学的な側面から見て今後の課題と方向性を導くものであると同時に，教科指導の体制構築の側面においても，一定の意義を有するものであったということができる．