@article{oai:baika.repo.nii.ac.jp:00000317,
 author = {高畑, 芳美 and 赤木, 公子 and 久保田, 智裕 and 服巻, 真須美 and TAKAHATA, Yoshimi and AKAGI, Kimiko and KUBOTA, Tomohiro and HARAMAKI, Masumi},
 issue = {13},
 journal = {梅花女子大学心理こども学部紀要, Baika Women’s University Research Bulletin－Faculty of Psychology and Children’s Studies},
 month = {Mar},
 note = {application/pdf, 教育実習を経ることにより，学生の保育者としての専門性の意識が向上することは，保育者養成校のこれまでの研究により認められている。本研究では，学生の学びの実態を実習前後のアンケートから得られた85 事例の記述内容を計量テキスト分析し実証した。①全般的な子どもの遊びについての捉え方の変化，②外遊びの概念の変化，③子どもの人間関係の捉え方の変化の3 点に着目し分析した。結果，実習前の指導でより学生に子どもの行動観察の着目点を指導しておくことの重要性と，実習を実施する学年の学びのプロセスに寄り添う丁寧な指導の必要性が明らかになった。, Previous studies on teacher training schools have found that students’ awareness of their expertise as teachers is enhanced by taking them through the teaching practicum. This study examined the reality of these students’ learning by conducting a quantitative textual analysis on statements made by 85 participants before and after undergoing the teaching practicum. We carried out our analysis focusing on the following topics: 1) changes in respondents’ general understanding of children’s play, 2) changes in the concept of outdoor play, and 3) changes in respondents’ understanding of children’s interpersonal relationships. For the first topic, we found that, after undergoing the teaching practicum, the numbers of nouns indicating the content of play and verbs describing activities significantly increased in the extracted words. Our study identified the importance of emphasizing key areas of focus when observing children’s behaviors among student teachers before engaging in the teaching practicum, as well as the necessity of detailed instructions that are in line with the processes of learning of the grade in which the teaching practicum is conducted.},
 pages = {13--22},
 title = {子どもの遊びや人間関係についての意識の変化 : 教育実習前後の学生アンケートのテキスト分析},
 year = {2023}
}