模擬授業と教育実習を通して学生の「体育の授業における知識」はいかに発達するか：

リフレクションの内容に着目して

抄録

This study aimed to clarify through a longitudinal study the characteristics of students ' knowledge in physical education class and how to develop it through reflection in micro teaching and teacher training. The method involved the content of six students ' reflections classified according to " the category of knowledge in physical education class " (Hamamoto et al., 2020). In addition, students ' perceptions of their knowledge in physical education classes were registered through questionnaires. Specifically, this questionnaire was conducted to ask students what they thought was " acquired " or " a challenge. "
As a result of this research, the following three points became apparent.
(1) Knowledge about pedagogy was often expressed in the students ' reflections. On the other hand, there was little expression of knowledge about students. The results in the questionnaire were similar. (2) Regarding the students’ reflection on teacher training, the rate of expressing knowledge about pedagogy was less, and knowledge about students was expressed increasingly. (3) The students gradually integrated simple knowledge through micro teaching and teacher training and developed it into complex knowledge. As the factors, it was important that students had sufficient knowledge about pedagogy and the subject matter during the micro teaching and before teacher training, and they could obtain knowledge about students during the teacher training.