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第14号(2015) >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10087/9597

Title: 日本語指導を担当する小学校教員の教育観変容に関する事例的研究
Other Titles: A Case Study on a Teacher's Cognitive Change through the Experience of Teaching Japanese as a Second Language at a Primary School
Authors: 古川, 敦子
Furukawa, Atsuko
Keywords: 小学校教員
日本語指導
PAC分析
教育観の変容
Issue Date: Mar-2015
Publisher: 群馬大学国際教育・研究センター
Citation: 群馬大学国際教育・研究センター論集. 14, 27-36. (2015)
Abstract: 本研究では、小学校で日本語の取り出し指導を担当した教員1名を対象に PAC分析調査を実施し、教員の日本語指導のイメージや認識にどのような変化が生じたかについて考察した。調査は、対象の教員が日本語指導を始めて4ヶ月経過した時点と1年を経た時点の2回実施して比較・分析した。その結果、以下の二点に関して教員の意識に変容が認められた。(1)児童との関係性構築の方法が「教員側から積極的に働きかけをすること」から「児童の背景や情意面を尊重しながら寄り添うこと」へと変化した。(2)教員が児童とのコミュニケーションの困難さを感じることが減少し、児童の母語の発達の大切さや外国人児童が日本語を学ぶ意義について言及するようになるなど、ことばに対する意識が変化した。日本語指導の経験を通して、教員の児童を捉える視点に変容が見られ、児童の言語や文化背景の多様性を意識するようになったことが示された。
Description: Recently, Japanese language education to foreign children in schools has become a nationwide educational issue. To consider the further substantiality of Japanese language education, especially for foreign school children, it is important to clarify the teachers’viewpoints towards language education, and to utilize the knowledge they acquired through their practice. The purpose of this paper is to examine how cognitive change occurs in a teacher who was in charge of Japanese as a second language (JSL) class for the first time at a primary school. The teacher was interviewed twice, once in August 2013 and once in March 2014.The PAC (Personal Attitude Construct) Analysis was adopted for the interview analysis. The objective was to clarify which point the teacher’s attitude toward teaching JSL changed during a one-year course. From the comparison of the results of two the interviews, two significant cognitive changes were shown: (1) The teacher came to recognize that it is important to understand foreign children’s backgrounds and their viewpoints. (2) The teacher became to value the importance of multi-language education for foreign children. Thus, the results indicated that the teacher’s cognition of the importance of the children’s first language and cultural backgrounds changed.
URI: http://hdl.handle.net/10087/9597
ISSN: 2185-8209
Appears in Collections:第14号(2015)

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