Z1510230
4
Learning in Practice for Teaching4The aim is to integrate knowledge of teaching professions, engineering expertise and technology, and engineering thinking
learned during the study in university.
Looking back on practical experiences such as subject guidance and student guidance obtained through educational training and nursing care experience, we aim to improve the qualities and abilities of teachers with practical leadership, backed by a sense of mission and responsibility.
The main lesson styles are lectures, group discussions, presentation activities, visits to educational sites, lectures by in-service teachers.
Looking back on practical experiences such as subject guidance and student guidance obtained through educational training and nursing care experience, we aim to improve the qualities and abilities of teachers with practical leadership, backed by a sense of mission and responsibility.
The main lesson styles are lectures, group discussions, presentation activities, visits to educational sites, lectures by in-service teachers.
In this course, students look back on the knowledge obtained through the practical training, and the qualifications and skills
acquired by the students through the various courses taken in the teaching course of the university and various activities
outside the teaching course are minimized as teachers. It is positioned as "the culmination of the trajectory of learning"
whether it is organically integrated as the necessary qualities and abilities.
By taking this course, students will be aware of what is an issue for themselves in becoming a teacher in the future, supplement the lack of knowledge and skills as necessary, and try to establish them. The purpose is to be able to start teaching life more smoothly.
By taking this course, students will be aware of what is an issue for themselves in becoming a teacher in the future, supplement the lack of knowledge and skills as necessary, and try to establish them. The purpose is to be able to start teaching life more smoothly.
- Students can improve their teaching skills and practical teaching skills in mathematics, science, information, and industrial licenses based on their specialized knowledge based on engineering education.
- Students can improve student understanding and classroom management skills.
- Students can improve their social and communication skills as teachers through group activities and discussions.
- Students will be able to organize and consider the issues of the teaching profession as a profession.
- Students can become aware of the teacher's social mission, responsibilities, and roles based on a deep understanding of the school organization and the job responsibilities of teachers.
| Assignment Report | Class Impression Report | Assigned Book Report | Educational Activities Report | Total. | |
|---|---|---|---|---|---|
| 1. | 5% | 5% | 5% | 5% | 20% |
| 2. | 5% | 5% | 5% | 5% | 20% |
| 3. | 5% | 5% | 5% | 5% | 20% |
| 4. | 5% | 5% | 5% | 5% | 20% |
| 5. | 5% | 5% | 5% | 5% | 20% |
| Total. | 25% | 25% | 25% | 25% | - |
Assignment report 25%
Class feedback 25%
Assignment book report 25%
Education activity report 25%
Is evaluated, and a total score of 60 points or more is regarded as pass.
Class feedback 25%
Assignment book report 25%
Education activity report 25%
Is evaluated, and a total score of 60 points or more is regarded as pass.
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1. | Guidance: A review of four years of teaching experience. ・ About class guidance ・ Bring an educational training diary (Faculty teachers) |
Students review their learning in the teaching profession. | 190minutes |
| 2. | Reflect on educational training with junior high and high school teachers. ・ Bring an educational training diary (Faculty teacher full-time teacher and special invited lecturer 1) |
Analysis of teaching practice | 190minutes |
| 3. | Clarification of issues for teaching profession Visit to a training school ・ Visit to educational activities at training schools and partner schools (1) (Faculty teachers) |
Analysis of teaching practice | 190minutes |
| 4. | Clarification of issues for teaching profession Visit to a training school ・ Visit to educational activities at training schools and partner schools (2) (Faculty teachers) |
Analysis of teaching practice | 190minutes |
| 5. | Clarification of issues for teaching profession With a special invited lecturer, we look back on school field training at cooperating schools and organize and consider issues on the way of teaching profession. (Faculty teacher and special invited lecturer 2) |
Comments on educational activities (1) and (2) | 190minutes |
| 6. | Clarifying the path to teachers Special invited lecturers give lectures on issues at school. In addition, the questions and answers will be used to organize and consider issues on the teaching profession. (Faculty full-time teacher and special invited lecturer 3) |
Read the subject book. Summarize your impressions. |
190minutes |
| 7. | The special invited lecturer will examine the school's response from the outside of the school (police), and will also consider
social demands through Q & A. (Faculty teacher full-time faculty and special invited lecturer 4: Fukagawa Police Station, Boys Section) |
Read the subject book. Summarize your impressions. |
190minutes |
| 8. | The special invited lecturer will give a lecture on how to deal with children and students who have caused problems, and consider
the actual situation of children who cannot respond to social changes. (Faculty full-time teacher and special invited lecturer 5: Metropolitan Police Department psychological consultant) |
Read the subject book. Summarize your impressions. |
190minutes |
| 9. | The teachers (special invited lecturers) who belong to the special support school will examine the differences and issues
from the regular school. (Faculty full-time teacher and special invited lecturer 6 and 2 sign language interpreters) |
Read the subject book. Summarize your impressions. |
190minutes |
| 10. | The speciall invited lecturers give lectures on issues in student guidance and discuss them. (Teacher full-time teacher and special invited lecturer 7) |
Submit report, fill in teaching chart | 190minutes |
| 11. | The special invited lecturers will give lectures on various issues in moral education and discuss them. (Faculty teachers and special invited lecturers8) |
Summarize your impressions. | 190minutes |
| 12. | The special invited lecturer gives a mock class about ICT-based classes and discusses them. (Faculty full-time teachers and special invited lecturers9) |
Summarize your impressions. | 190minutes |
| 13. | The special invited lecturer gives a mock lesson on active learning classes and discusses them. (Faculty full-time teacher and special invited lecturer 10) |
Summarize your impressions. | 190minutes |
| 14. | Looking back on the teaching profession course at OIST, all students will share their learning in the teaching profession
based on the teaching profession chart. (Faculty teachers) |
Create and submit a teaching chart. | 190minutes |
| Total. | - | - | 2660minutes |
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
Learning guidelines for each subject (junior high and high schools)
Education Laws
Education Laws
Acquire the required credits of 1 to 4 as described in the study guide and expect to graduate in the relevant year.
- Monday from 14:00〜15:00. Please give me the email.
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic problem-solving skills
- Course that cultivates a basic interpersonal skills
- Course that cultivates a basic self-management skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| Applicable | Toshiaki Akutsu Akutsu will teach how to plan and teach integrated learning time that meets the actual conditions of students, based on his practical experience as a school administrator as well as his experience in the guidance and administration of curriculum organization at the Board of Education office. MAKISHITA Hideyo (1) Tokyo Metropolitan High School, mathematics teacher. (2) Junior high school attached to University of TSUKUBA at KOMABA, mathematics teacher. (3) Senior high school attached to University of TSUKUBA at KOMABA, mathematics teacher. Super Science High School, research. Class instructors will teach based on their experience in (1), (2), and (3). |
Last modified : Fri Jun 28 14:11:55 JST 2024