10 SES 05.5 PS, General Poster Session - NW 10
General Poster Session
Waege and Haugaløkken argue that developing professional programmes for teachers, so that students can see a clear connection between practice and theory, has long been a challenge in teacher education in the world (Waege & Haugaløkken, 2016; Tisher & Wideen, 1990). There has long been same situation in Japan, too. Although teaching practice is arranged in the middle of third year of four years ordinally teacher education curriculum in Japan, it means pre-service student teachers can’t experience teaching practice at school more than 2 years after entering university. Moreover, they can experience teaching practice at school only four weeks in ordinally currculum. Therefor they feel strong difficulties with linking theory which they learn at university and practice at school.
On the other hand, since children with special support needs make up about 6.5% of the ordinary classroom in Japan (Ministry of education Japan, 2013), teachers who work at ordinally school are required higher competency about special needs education for those children. Although we are concerned about these children, it is not easy to support them because the number of teachers is limited and teachers have multiplex allotment of school management duties. Therefor in Japan, the number of undergraduate school support programs are increasing. We also have tried to coordinate one of those support programs; Fukui University Life-Partner Program (LPP) where pre-service student teachers support children who feel difficulties in attending school and performing many school activities. LPP provide pre-service student teachers twelve and above times of practice at school. They are expected to become a mentor of children and to provide various supports to them. Some pre-service student teacher become a T2 in team teaching with real teacher in the classroom, some one become a companion in the councelingroom. The stuffs of LPP support students throughout providing cace confference and lecture about counceling psychology and special needs education at class in university.
On the one hand, LPP is one of a mentoring programs for school age children and of the school-based prevention programs (Greenberg et al., 2003), but on the other hand it is one of a practical teacher education programs for sophomore pre-service student teachers who will experience teaching practice next year. They are expected to learn teaching skills for children with special needs and to make lincage among theory and practice throughout LPP.
In this study, we report the effect of the LPP on pre-service students teachers' viewpoint of and support skills for children with special needs.
(1)As a quantitative analysis, pre-post test design was used. 120 of pre-service student teachers were conducted questionnaire survey which include 50 items about teaching viewpoint of and teaching skills about children with special needs. One-way ANOVA was used for test the change of mean score of each scales for viewpoint of and skills for children with special needs. We divided participants into two groups; the first is (a) pre-service student teachers who is in their first year of attending LPP, and the second is (b) pre-service student teachers who is in their second year of attending LPP. One-way ANOVA was conducted to examine the difference of those two groups. (2)As a qualitative analysis, we examine pre-service student teachers' description about teaching and supporting children whom they supported as a LP.
(1)Throughout one-way ANOVA, pre-service students teachers significantly develop their teaching skills for children with special needs; 11 item was significantly increased after LPP. The score of 6 items of the group (b) were significantly higher than that of the group (a). Students who experience LPP twice developed more skills than students experience LPP once. (2)The quantitative analysis about participants' description, group (b) developed more precise assessment skill about children's state and support needs and teaching and supporting skills. Those result suggest LPP has educational effect for pre-service student teachers.
Greenberg, M., T., et al (2003). Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional, and Academic Learning, American Psychologist, 58, 466-474. Baeten, M., & Simons, M. (2016). Student teachers' team teaching: how do learners in the classroom experience team-teaching lessons by student teachers ? Wæge, K., & Haugaløkken, O., K. (2013). Research-based and hands-on practical teacher education: an attempt to combine the two, Journal Journal of Education for Teaching, 39, 235-249.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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