大学初任教員の授業実践の変化と授業に対する信念の影響関係 --アクティブラーニング導入を目的としたプレFDの参加者に対する追跡調査--

Abstract

本研究の目的は，プレFD の経験を通した大学初任教員の授業実践の変化と授業に対する信念の影響関係を明らかにすることである．このため，アクティブラーニング導入を目的としたプレFD 参加者６名に対する追跡調査を実施した．その結果，プレFD 参加前後での授業実践と信念の変化には，いずれも変化しない場合，いずれも変化する場合，授業実践は変化するが信念は変化しない場合があることが確認された．そして，授業実践の変化には信念や知識の変化にともなって自らの選択で授業実践を変える「自律的変化」と，研修や大学の方針などの外部領域からの影響によって信念の変化はなくとも授業実践を変える「他律的変化」が存在することが明らかになった．さらに，「他律的変化」による授業実践であっても専門家による支援などによって教育効果を十分に認識できた場合，授業に対する信念が変化する契機となり，後の「自律的変化」につながる可能性が示唆された．

This study aims to clarify the influence relationship between changes in classroom practice and beliefs about teaching among novice faculty through their Preparing Future Faculty (PFF) Program experience. For this purpose, a longitudinal study was conducted on 6 participants in a PFF program designed to introducte of active learning. As a result, it was confirmed that there were cases in which both teaching practice and beliefs changed, neither changed, and teaching practice changed but beliefs did not change. It was found that there were two types of change in classroom practice: “autonomous change”, in which teachers change their classroom practice by their own choice as a result of changes in beliefs and knowledge, and “heteronomous change”, in which teachers change their classroom practice without changing their beliefs due to influences from external domains such as training and school culture. In addition, it was suggested that even in the case of “heteronomous change”, when the educational effects are sufficiently recognized through the support of experts, it may lead to a change in beliefs about teaching, which in turn may lead to “autonomous change”.