WEKO3
アイテム
若手教師が育つ省察的OJT―自立活動を対象としたALACTモデルを核とするOJTの設計とその効果―
https://hbg.repo.nii.ac.jp/records/2000384
https://hbg.repo.nii.ac.jp/records/2000384b264c61f-fed7-41f4-9bd1-27d2f5b01375
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kk15-01.pdf (623.1 KB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2026-03-31 | |||||||
| タイトル | ||||||||
| タイトル | 若手教師が育つ省察的OJT―自立活動を対象としたALACTモデルを核とするOJTの設計とその効果― | |||||||
| 言語 | ja | |||||||
| タイトル | ||||||||
| タイトル | Reflective "OJT" for the Development of Young Teachers―Design and Effectiveness of OJT Based on the "ALACT Model" for the Development of "Jiritsu-katsudo"― | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 自立活動 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | OJT | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | 省察 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | ALACT | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | ソーシャルスタイル理論 | |||||||
| キーワード | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | Thinking & Trying | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
徳永,光真
× 徳永,光真
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| 著者（英） | ||||||||
| 姓名 | TOKUNAGA,Mitsuma | |||||||
| 言語 | en | |||||||
| 著者ID | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | This study examined the process by which teachers with little experience in independent activities improve their teaching skills through on-the-job training (OJT) with more experienced teachers. Results revealed the interplay between (1) mutual understanding based on social style theory, (2) a cycle of self-reflection based on the ALACT model, and (3) a think-and-try approach based on questions such as "why" and "how." First, sharing social style theory enabled interactions tailored to the mentee's thinking style, establishing a foundation for a collaborative dialogue between mentor and mentee. Second, through a back-and-forth of self-reflection based on the ALACT model, the mentee was able to reexamine the rationale for their support. The think-andtry approach served as a driving force for learning, while the question-based approach encouraged trial and error. These results suggest that OJT utilizing (1), (2), and (3) is effective in supporting teachers with little experience in independent activities to acquire knowledge and skills in independent activities. | |||||||
| 言語 | en | |||||||
| 書誌情報 |
子ども･子育て支援 研究センター年報 号 15, p. 6-14, 発行日 2026-03-31 |
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| 出版者 | ||||||||
| 出版者 | 広島文化学園 | |||||||
| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 21864144 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12619745 | |||||||
