養成段階における教員の資質能力の形成―平成12年度1年次観察・参加実習を中心にして―

こんにち、不登校や高校中退、いじめや暴力行為などの教育問題を解決していくためにも、さらには、急激に変化する社会に主体的に対応していくためにも、次世代を育てる教員の資質能力の形成と向上が強く求められている。教員の資質能力の形成と向上は、養成段階、採用段階および現職研修段階においてなされるものである。本稿では、教育職員養成審議会の答申を踏まえながら、養成段階における資質向上について重要な役割を担う教育実習の中で、とくにその最初の段階である1年次観察・参加実習に焦点を当てて、考察を意図した。平成12（2000）年度に実施した本学部1年次観察・参加実習のアンケート調査の結果を分析し、その成果と問題点、課題等を明らかにする。

Today, we have an urgent need to from and improve the teacher's ability to raise the next generation. This is crucially important when we are to solve the increasing educational problems such as refusal to attend schools, quitting schools, bullying, acts of violence,etc., and to cope with the radically changing society. The formation and improvement of the teacher's ability are generally attained in three stages: first in teacher-training programs in universities, second in the selection processes in appointing new teachers, and third in study programs for teachers on the active list. this paper examines the from fromation of the teachers' ability in the teacher-training programs in universities that are based on the report of the Teacher Training Council. It particularly focuses on the freshmen's observation-and-participation course in the teacher-training program. The questionnaire was conducted on the freshmen that took the observation-and participation course in the Faculty of Education at Okayama University in 2000. The carefully analyzed results indecate the significance of the observation-and-participation course to the formation of the teachers' ability, as well as its present problem and future prospects.