@article{oai:aue.repo.nii.ac.jp:00008105,
 author = {磯村, 正樹 and 鈴木, 裕子},
 journal = {愛知教育大学教職キャリアセンター紀要},
 month = {Mar},
 note = {text, Much of the practical training at kindergartens is provided by the supervising kindergarten teacher. However, kindergarten teachers acting as training instructors lack opportunities to learn about practical training instruction and currently feel that providing such guidance is a difficult task. This study thus had two objectives: the first was to clarify differences in teaching methods, ways of thinking, and perceptions of difficulty based on self-evaluations completed by training instructors; the second was to reduce the difficulties experienced by training instructors and propose concrete measures to provide high-quality training guidance. The following five points were clarified as a result of this study: (1) Instructors’ training self-evaluation ratings were higher as the number of years in childcare experience increased; (2) Practical training instructors with low self-evaluations experienced difficulties regarding what to teach and at what level, particularly with respect to instructional content such as “teaching plan/records,” “childcare techniques,” “competencies required of trainees,” “qualifications required of nursery workers,” and “abilities needed as a member of society”; (3) There was no relationship between self-evaluation ratings regarding the importance of each type of instructional content and teaching policy; (4) Training instructors with high self-evaluation ratings listened to trainees’ ideas and thoughts, and offered guidance to draw out the trainees’ abilities from the perspective of their future role as childcare workers and members of society; and (5) “Sharing of instructional content, methods, and evaluation viewpoints,” “guidance by multiple childcare workers,” and “talking in the staff lounge after training” were mentioned as initiatives by each kindergarten to improve the abilities of training instructors in terms of training guidance so that multiple childcare workers can be involved in practical training.  In addition, the following three ideas were proposed as concrete measures to reduce instructors’ perceptions of difficulty: (1) Secure time for childcare work by trainees to be monitored by multiple training instructors; (2) Position training instructors and training assistants in terms of the division of kindergarten duties; (3) Set aside time to evaluate and improve practical training; and (4) Encourage childcare workers to share the sense of difficulty among themselves.},
 pages = {105--112},
 title = {幼稚園における教育実習指導の課題と可能性―実習指導をする保育者の自己評価に着目して―},
 volume = {6},
 year = {2021}
}