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Hokkaido University Collection of Scholarly and Academic Papers >
Institute for the Advancement of Higher Education >
高等教育ジャーナル = Journal of Higher Education and Lifelong Learning >
第31号 >
教職志向を高めた対話的Project-Based Learning : 教師を目指すビジョンと未来への学びデザイン
| Title: | 教職志向を高めた対話的Project-Based Learning : 教師を目指すビジョンと未来への学びデザイン |
| Other Titles: | Conversational Project-Based Learning for Increasing the Motivation to Become a Teacher: Vision of the Kind of Teacher One Aspires to Be and Learning Design for Realizing It |
| Authors: | 永山, 昌史1 Browse this author →KAKEN DB | | 佐々, 祐之2 Browse this author →KAKEN DB | | 内山, 隆3 Browse this author | | 山中, 謙司4 Browse this author →KAKEN DB | | 鈴木, 敏恵5 Browse this author |
| Authors(alt): | Nagayama, Masafumi1 | | Sasa, Hiroyuki2 | | Uchiyama, Takashi3 | | Yamanaka, Kenji4 | | Suzuki, Toshie5 |
| Issue Date: | Apr-2024 |
| Publisher: | 北海道大学高等教育推進機構高等教育研究部 |
| Journal Title: | 高等教育ジャーナル : 高等教育と生涯学習 |
| Journal Title(alt): | Journal of higher education and lifelong learning |
| Volume: | 31 |
| Start Page: | 37 |
| End Page: | 46 |
| Abstract: | Herein, we report the implementation of project-based learning (PBL) as a part of "Theory of Teaching Profession," a lecture for first-year students in the teacher training course in our university. First, the goal of becoming the kind of teacher that could conduct educational activities based on their own favorites or specialties was presented. Students took the PBL lecture consisting of alternately watching lecture videos and engaging in dialogue among themselves. They gradually clarified the unique educational activities that only they could conduct through the dialogue. Thereafter, the students explored lectures held in their university and social resources, including as things, people and places, with a view to utilizing them for the educational activities. Finally, each student described their own 4-year learning design in a sheet as the PBL outcome. According to the post-survey, the motivation of becoming a teacher was elevated in at least 50% of students, suggesting that the attitude of independently thinking about one's own future was promoted. |
| Type: | bulletin (article) |
| URI: | http://hdl.handle.net/2115/91702 |
| Appears in Collections: | 高等教育ジャーナル = Journal of Higher Education and Lifelong Learning > 第31号
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