協働的実践研究における実習生の学びの意味づけ－実習１年半後に行った元実習生へのインタビューから－

Abstract

This study is aimed to show how the former trainees on teaching practice whose major was the Japanese-language education, after completing the graduate school, gave significance to what they learned through the action research that they conducted collaboratively in school, and how they make use of the experience in their present circumstances. In the context of this objective, an interview with two former trainees both of who took the same course of teaching practice that focused on collaboration was performed. As the result, it became clear that it was significant for them to learn the importance of discussing with their colleagues based on their own opinions about the common event in working collaboratively with others. In addition, one of them responded that he/she was currently making use of what he/she learned through the practice while the other responded that he/she was not. The interview with two former trainees also showed two following characteristics: first, the two former trainees interpreted and gave a meaning to what and how they learned based on the relationship with their colleagues. In fact, they viewed the learning in a metacognitive manner. Secondly, their understanding in what was learning they should apply to the actual work and how they could exercise it were also metacognitive. Therefore, the facts shown above indicate that the perspective to reinforce three abilities is necessary in the collaborative action research of training courses for the Japanese-language teachers: primarily, the trainees must have the metacognitive ability to figure out what they are supposed to learn. The second necessary ability is to establish their goal and create their own tasks to achieve it, and the third is to interact with teachers and colleagues who work with them.