著者

鈴木 隆生 葉石 光一

出版者

埼玉大学教育学部

雑誌

埼玉大学紀要. 教育学部 = Journal of Saitama University. Faculty of Education (ISSN:18815146)

巻号頁・発行日

vol.66, no.2, pp.305-318, 2017

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The purpose of the current study was to discuss the methodological issues of team teaching to boost autonomous learning among students with intellectual disabilities. We observed classroom practices in a special school and then divided team teachings as to function into 7 types based on Ibaraki Teacher Training Center (2000). From the viewpoint of the self-determination theory, the interactions between teachers and students were analyzed. It was ascertained that 3 basic psychological needs of self-determined theory (competence, relatedness and autonomy) were satisfied in the classroom practices regardless of the type of team teaching. Suggestions for future research include the need to study how 3 basic psychological needs were connected with each other and how students’ motivation varies in the activity of peer groups.