open access

https://doi.org/10.14943/J.HighEdu.31.37

https://hdl.handle.net/2115/91702

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

日本語

2024-04

Institute for the Advancement of Higher Education, Research Division for Higher Education

Journal of higher education and lifelong learning

31

37-46

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.

紀要論文

Version of Record

1341-9374

AN10527626