著者

渡辺 貴裕 岩瀬 直樹

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.26, pp.136-146, 2017-09-29 (Released:2020-08-04)

参考文献数

6

被引用文献数

5

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Mock lessons and review sessions have been used in teacher education at universities sometimes aiming to promote students’ reflection. In most cases, the review sessions proceed in this way: “learner-role” students simply judge the lessons and give advice, while “teacher-role” students improve their lessons based upon the feedback. However, the reflection through this type of review sessions can be shallow because it tends to be action-oriented. To make reflection deeper, inquiry into the meaning behind a lesson’s process is essential. In review sessions of mock lessons, learner-role students can present the thoughts and feelings that they experienced during the lessons in which they participated. This can produce dialogue between a teacher-role student and learner-role students. The differences that emerge in such dialogue contribute to inquiry into the meaning and deeper reflection.  The authors launched a teacher education program centering on dialogue-based review sessions of mock lessons. Dialogue in this type of review session has two features: various understandings and feelings from learners’ perspective can be expressed, and implicit assumptions and values of teacher-role students can be extracted.  In the program, the reflection cycle in review sessions is connected with educational practicum. Firstly, students perform a mock lesson and a review session in university; secondly, they revise it and put it into practice in school; finally, they give a practice report and discuss it in university again. Through this program, students make progress in the depth of reflection, as well as enhance their facilitation mindset.  The authors’ study addresses not only the procedure of dialogue-based review sessions of mock lessons, but also aims to challenge some common assumptions of teacher education. This contributes to three changes in teacher education: changes from a focus on improvement of action to inquiry into meaning, from a hierarchical relationship to a more equal one, and from an emphasis on planning and preparation to “thinking through creating”.

著者

岩瀬 直樹

出版者

ほんの森出版

雑誌

月刊学校教育相談

巻号頁・発行日

vol.28, no.7, pp.12-14, 2014-06

著者

渡辺 貴裕 岩瀬 直樹

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

no.26, pp.136-146, 2017

著者

藤澤 政紀 岩瀬 直樹 寺田 信幸

出版者

明海大学

雑誌

基盤研究(C)

巻号頁・発行日

2008

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視覚刺激と重心動揺に対する姿勢制御との間におけるフィードバックループの研究がなされている.しかし,咬筋の収縮が姿勢制御におよぼす影響についてはあまり知られていない.本研究では,重心動揺に影響を与える3D動画を用い,軽度の咬みしめと下顎安静位という下顎位の違いが重心動揺に及ぼす影響について検討した.被験者は顎関節症のない5名の男性とし,左右の咬筋,前脛骨筋,腓腹筋に電極を貼付し,バーチャル空間内の重心動揺計に立たせた.そして,被験者には軽度の咬みしめとして,最大咬合力の10%MVCを維持する練習をさせた.下顎安静位は上下の歯の無接触状態を指示した,その後ジェットコースターの3D動画を80秒間観賞させ,明らかに姿勢が変化した時間帯の筋電図と重心動揺のデータを分析対象区間とした.その結果,右側の腓腹筋以外は筋電値は下顎安静位よりも軽度の咬みしめ時の方が有意に高く,下顎安静位よりも軽度の咬みしめ時の方が,重心動揺は有意に安定することが確認できた.以上により,上下の歯の接触は姿勢の安定化に影響を与えると考えられた.