2018 年 40 巻 1 号 p. 33-40
This study focuses on curriculum designs for freshman pre-service teachers in order to cultivate lesson observation skills, examining the case of the “Guidance and Reflection I” and “Student Teaching I” courses offered by the Shimane University Faculty of Education. Based on a self-evaluation questionnaire that was used over the span of three years to assess the courses, the author analyzed the effects of curriculum redesign. The results showed that the instruction using videos was effective and that participants who understood lessons as a series of events, for example in the form of the sequence of a lesson and in connection with subsequent lessons, increased over the course of the 2011, 2012 and 2013 academic years. However, we found that it is difficult for students to record and discuss lessons using learned technical terms. The data also suggested that the more pre-service teachers focus on teaching instruction and lesson development, the less they focus on students in the classrooms.
