養成段階で日本語教員としての「態度」はいかに涵養できるか ― ケース·メソッド授業による実践の分析 ―

Abstract

How Can the ‘Attitude’ as Japanese Language Teachers Be Learned at the Teacher Training Stage? : A Practical Analysis through the Case Method Class This study analyzes the practice of cultivating ‘attitude’, which is one of the qualities and abilities necessary for Japanese language teachers, through the case method class. In the Agency for Cultural Affairs (2019), the concept of attitude, such as ‘respect for learners' language and culture’, was established apart from the knowledge and skills for teaching, and seven items were presented. Attitude is a state of readiness that is regulated through experience (Allport, 1935) and cannot be acquired through classroom learning. This is why internships can be effective, but it is difficult to provide them to all students. Therefore, in this paper, the case method is used to create a place of simulated experience and reflective activities were conducted through dialogue. The case writing was based on interviews with beginning teachers about conflict situations. The class consisted of six sessions of small group dialogue with ten participating students. The format of the class was based on the ALACT model (Korthagen, 2001/2010). According to the post-lecture questionnaire, all students gained a multifaceted perspective, and were generally successful. The analysis of the reflective essays revealed that the students deepened their reflections by gaining new perspectives from the references of other participating students. There are two challenges: the lack of diversity among the participants means that there are few opportunities to present new perspectives, which limits the dialogue; and there is a lack of discussion about how to draw a line between the presence and absence of ‘awareness of essential aspects’. However, it is suggested that the case method class may be one of the ways to cultivate ‘attitude’.