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”.