Presentation Information
[学校保健体育-A-08]Effects of Pre‑Practice Guidance and Its Connection to Teaching
Practicum Experiences（教）An Analysis of Teaching Practicum I and II in a Physical Education
University
*Taketo Matsunaga1, Chicako Kakoi1 (1. National Institute of Fitness and Sports in Kanoya)
This study aimed to clarify the effectiveness and limitations of lesson plan correction guidance provided as pre-practice instruction in the “Teaching Practicum I and II” courses at a physical education university, and to obtain insights that contribute to improving the quality of learning in teacher education programs. The participants were 140 fourth-year students enrolled in the courses. An analysis of lesson plan correction records and a post-practicum questionnaire survey was conducted, and the results were compared.
The analysis of the correction records revealed that many students required revisions related to the integration of instruction and assessment, particularly in setting evaluation criteria, understanding the timing of assessment, and selecting appropriate assessment methods. In addition, descriptions of learning activities and instructional considerations in the “lesson development” section were often insufficiently concrete, indicating challenges in articulating a structured image of the lesson. These difficulties appear to stem from the characteristics of physical education, which tends to emphasize skills, as well as differences in the depth of understanding developed through collaboratively created mock lessons.
On the other hand, more than 90% of students evaluated the correction guidance as “very useful” or “somewhat useful” in the post-practicum questionnaire. Many reported that it enabled them to prepare research lessons and practicum lesson plans smoothly. However, several students expressed confusion regarding differences in lesson plan formats across practicum schools and local municipalities, suggesting a gap between standardized formats and the diversity of actual school settings.Overall, while the correction guidance provided prior to the practicum was effective for practicum preparation, the findings also highlighted the need for deeper understanding of lesson development and the role of assessment. Moving forward, it is necessary to strengthen students’ comprehension of lesson design based on standardized formats and to incorporate opportunities for constructing lesson plans using concrete situational settings. Such efforts will help cultivate students’ adaptive decision-making and flexible instructional skills.
The analysis of the correction records revealed that many students required revisions related to the integration of instruction and assessment, particularly in setting evaluation criteria, understanding the timing of assessment, and selecting appropriate assessment methods. In addition, descriptions of learning activities and instructional considerations in the “lesson development” section were often insufficiently concrete, indicating challenges in articulating a structured image of the lesson. These difficulties appear to stem from the characteristics of physical education, which tends to emphasize skills, as well as differences in the depth of understanding developed through collaboratively created mock lessons.
On the other hand, more than 90% of students evaluated the correction guidance as “very useful” or “somewhat useful” in the post-practicum questionnaire. Many reported that it enabled them to prepare research lessons and practicum lesson plans smoothly. However, several students expressed confusion regarding differences in lesson plan formats across practicum schools and local municipalities, suggesting a gap between standardized formats and the diversity of actual school settings.Overall, while the correction guidance provided prior to the practicum was effective for practicum preparation, the findings also highlighted the need for deeper understanding of lesson development and the role of assessment. Moving forward, it is necessary to strengthen students’ comprehension of lesson design based on standardized formats and to incorporate opportunities for constructing lesson plans using concrete situational settings. Such efforts will help cultivate students’ adaptive decision-making and flexible instructional skills.
Comment
To browse or post comments, you must log in.Log in