本研究の目的は,教育実習生を対象に教育実習前後での授業観察力の変容を授業・教師・子どもイメージとの関連から検討することであった。本研究では,授業観察力を問題指摘数,代案生起数,授業評定力の3観点から捉えることとし,小学校の算数の授業ビデオを用い,53名の協力者に実習前後で調査を行った。その結果,授業観察力に関しては,(1)実習生の授業観察力(問題指摘数・代案生起数)は全体的に向上すること,(2)授業観察力(代案生起数)の向上と実習生の授業・教師に対するポジティブなイメージとの間に密接な関係があること,(3)実習生の授業評定力は,実習前後で一貫して熟練教師に及ぼず,授業評定の仕方が甘いこと,などが示唆され,教育実習の効果に関する示唆と合わせて検討された。

The purpose of the present study was to investigate effects of practice teaching on the development of practice teachers' observational skills that are linked with images of teaching, teachers, and children. Practice teachers (N=53) recorded their impressions of a videotaped math class in an elementary school before and after they did practice teaching. The following aspects of the practice teachers' observational skills, as revealed in those reports, were analyzed: (a) the number of descriptions that identified problems in the class, (b) the number of descriptions that proposed alternative plans for the class, and (c) their evaluation skills. The major findings were: (a) both the number of problems identified and the number of alternative proposals generally increased after practice teaching, (b) the increase in the number of alternative proposals was correlated with a positive image of teaching and teachers, and (c) the experienced teachers had better class evaluation skills than the practice teachers did. Discussion of these findings referred to effects of practice teaching on the observational skills of practice teachers, and presented some pedagogical implications.