| 研究実績の概要 |
For FY 2020, we had the following goals:
(1) Extract novice teacher principles and practices from the FY 2017 to FY 2019 ePortfolios and use them to (a) develop a reflective practice rubric to encourage student-teachers to develop their praxis, or theory informed practice (b) use the results to improve the design of the ePortfolio.
(2) Track how graduates' teaching principles changed from their pre-service to in-service period.
We were able to analyze the teaching principles of student-teachers and found that their principles overwhelmingly covered practical ideas and techniques such as how to create a lesson plan, interact with students. This was written about in Hall et. al (2020). However, tentative results indicate that as pre-service teachers develop, their principles begin to cover student-learning and instruction to benefit the students (see JALT 2020, https://www.youtube.com/watch?v=QRrhW3UgJ-w&t=4s). We were also able to use the analysis of principles to make it easier for students to attach thematic tags to their ePortfolio posts . In this way, students can link their experience with class themes at the university and the posts of their peers.
We also wrote a paper about how the content-management system, WordPress, can be customized for post tagging (Hall et al, 2020).COVID-19 prevented us from conducting field work at the schools of in-service teachers, but the lead investigator published a paper on conducting reflective practice with in-service teachers (Hall, 2020).
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| 今後の研究の推進方策 |
While we have been unable to conduct field work, we have been able to contact over 70 graduates of the English Department and 50 have agreed to participate in the field work. As we have also finished coding the ePortfolios of all graduates, we are ready to conduct fieldwork whenever it is safe and are confident that we will eventually be able to get the results we originally sought.
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