2023 Fiscal Year Final Research Report

Promotion of Practical Teaching Competence and Reflective Skills in Online Classes Using SNS-based Teaching e-Portfolio System

Research Project

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Project/Area Number	21K02948
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 09080:Science education-related
Research Institution	Shinshu University
Principal Investigator	Yatsuka Mitsunori 信州大学, 学術研究院教育学系, 教授 (30323231)
Co-Investigator(Kenkyū-buntansha)	森下孟信州大学, 学術研究院教育学系, 准教授 (70642528)
Project Period (FY)	2021-04-01 – 2024-03-31
Keywords	教師教育 / 教員養成・教員研修 / 教育実習 / 実践的指導力 / 臨床経験科目 / リフレクション / 学び続ける教師 / ICT活用指導力
Outline of Final Research Achievements	We aimed to develop a preservice teacher education model that uses a social networking-based e-portfolio system to promote practical teaching competence and reflective skills for students aspiring to become teachers in online classes. Based on the analysis of conventional teaching e-portfolio systems, we found that reflection and peer-review comments were effective in clarifying personal issues, reconsidering one's image as a teacher, and understanding the current state of one's own skills and competence. Based on these findings, we created the basic design for a new e-portfolio system and developed a cloud-based system. By extracting descriptions of class observations and teaching practices of ICT-based classes from the accumulated records of fieldwork experience, we clarified that preservice teachers recognize the need to improve their own ICT-based teaching competence through the class observation and teaching practice of ICT-based classes.
Free Research Field	教育工学　教師教育　科学教育
Academic Significance and Societal Importance of the Research Achievements	１．2010年度入学生から必修化された「教職実践演習」で導入が進んだ履修カルテおよび教職ｅポートフォリオであるが，教職志望学生の成長や省察力育成に十分活用されていなかった。本研究で提案・開発した，クラウド上で運用されるＳＮＳ型教職ｅポートフォリオを活用しながら学部段階４年間を見通した継続的かつ体系的な指導によって，学生個々の目指す教師像に向けた成長を促進することが可能になった。２．ＧＩＧＡスクール構想の実現に加えてコロナ禍を経てオンライン授業に対応できる教員を養成する必要性が急速に高まった。ＩＣＴ活用授業の観察・実践力を育成する教員養成モデルの構築に向けた示唆を得ることができた。