2021 Volume 66 Pages 591-606
This study was conducted with 2 objectives: 1. To clarify the content of “reflective interactions” of student teachers during discussions for teaching practice. 2. To examine the factors that influence the statements resulting from “reflective interactions” by student teachers from different viewpoints between practitioner and observer.
The research was conducted during teaching practice at B Junior High School attached to A University. The targeted lessons were 15 physical education classes conducted by student teachers during this period and 13 discussions held after those classes. The material for the research was comments made by the discussion participants after physical education classes conducted by trainees. In order to examine the student teachers’ reflective interactions based on these comments, the comments were classified into “utterance categories that represented practice”. Furthermore, for the practitioners, we focused on the “representation of problems” and “alternatives”, and for the observers we focused on the “alternatives” and inductively classified them.
Two results were obtained: First, comments related to “representation of problems” and “alternatives” for practitioners were divided into the following 8 categories: “teaching act”, “class management”, “grasp of students”, “forgetting”, “invention of lesson composition”, “understanding of teaching materials”, “setting of places” and “response to visitors”. In addition, comments related to “alternatives” for observers were divided into the following 8 categories: “teaching act”, “class management”, “teaching materials / teaching materials”, “setting of teaching according to the actual situation of students”, “invention of lesson composition”, “setting of places” and “response to visitors”. Among them, the comments of the practitioners and observers were focused on the “teaching act” category.
Second, the comments of the lecturers regarding the “representation of problem” and “alternatives” at the discussion were classified into “self-sending” and “sending by others”. Then, focusing on the items for which the number of comments related to “sending by others” exceeded that for “self-sending”, we examined as an example the exchange of opinions between trainees at the conference. As a result, it was suggested that the difference in the positions between the teacher and the observer made a difference to the degree of observation of students in the class, and that student teachers in different positions engaged in reflective interaction. At that time, the student teachers not only listened to the observer’s opinion and shared the facts of the observation, but also expressed his / her own thoughts on that opinion. This suggests that student teachers may have promoted “reflective interaction”.