大学教員を目指す大学院生を対象とした相互授業観察プログラムの試行と評価

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抄録

  In recent years, the training for preparing graduate students as future faculty members has been an issue, and Preparing Future Faculty Program (PFFP) has been implemented mainly in research universities. Currently, PFFP in Japan includes not only lectures on course design, covering topics such as learning outcomes, content, teaching methods, and assessment methods, but also focuses on microteaching to train graduate students. Microteaching can be useful in that it allows graduate students to experience actual teaching in front of multiple people, and it goes beyond a simple image training. Moreover, by observing other peers’ microteaching practice, they can learn more about teaching techniques and methods of lesson design and development. However, the active pursuit of lecture practice is challenging because learners of microteaching are simulating “students.” Even faculty members do not have enough opportunities to learn how to teach. Therefore, graduate students who aim at becoming prospective faculty members need to do more than microteaching, namely, also the actual teaching practice of university classes. The purpose of this study is to develop and implement PFFP in Osaka University allowing graduate students to experience actual teaching practice. The program also enable to observe other students’ teaching practicums, as well as to have a peer learning on instructional practices. This study carried out on both pre- and post-survey studies including the metaphor-making tasks with students who completed the program and analyzed the results of those surveys. This study also conducted interviews with them after the program. The results indicated that through the experience of practical teaching, the graduate students’ image of teaching has changed and that their experience might have changed their pedagogical belief. In addition, graduate students recognized that peer-to-peer observation and sharing feedback provided deep reflection. In the future, in addition to considering support methods to promote reflection, it is necessary to collaborate with university faculty in various specialized fields in order to secure opportunities for class practice.