Examining the effects of cognitive counseling experience on quality of teachers' instruction, and development of training practices

2017 Fiscal Year Final Research Report

• Project/Area Number: 26560113
• Research Category: Grant-in-Aid for Challenging Exploratory Research
• Allocation Type: Multi-year Fund
• Research Field: Educational technology
• Research Institution: The University of Tokyo
• Principal Investigator: Uesaka Yuri 東京大学, 大学院教育学研究科(教育学部), 助教 (60610219)
• Co-Investigator(Kenkyū-buntansha): 市川 伸一 東京大学, 大学院教育学研究科(教育学部), 教授 (70134335) ; 深谷 達史 群馬大学, 大学院教育学研究科, 准教授 (70724227) ; 後藤 郁子 お茶の水女子大学, グローバルリーダーシップ研究所, 特別研究員 (60724482) ; Manalo Emmanuel 京都大学, 教育学研究科, 教授 (30580386)
• Project Period (FY): 2014-04-01 – 2018-03-31
• Keywords: 認知カウンセリング / 学習方略 / 学習観 / 教職志望学生への研修 / 効果測定 / 教育センターとの連携

Outline of Final Research Achievements

Improving learning skills via the instruction provided in schools is an essential topic in recent discussions about education globally, one of the reasons being that such skills are considered necessary for surviving and thriving in our current and future societies. In this research, we considered the experience of cognitive counselling to be effective toward achieving this goal. We therefore conducted practical and empirical studies relating to cognitive counselling and achieved the following four outputs. (1) We developed tasks to assess cognitive counselling skills. (2) We examined the effects of experiencing cognitive counselling on enhancing the quality of instruction provided by pre-service teachers. (3) We collaborated with local educational centers to develop the practice competencies of students’ teachers and researchers in providing cognitive counselling. (4) Finally, we developed a practical training program for cognitive counselling.

Free Research Field

教育心理学