@article{oai:naruto.repo.nii.ac.jp:00025216,
 author = {橋川, 喜美代 and 岩崎, 美智子 and HASHIKAWA, Kimiyo and IWASAKI, Michiko},
 journal = {鳴門教育大学学校教育研究紀要},
 month = {Feb},
 note = {2004年4月現在,本学が開設した昼夜開講制大学院に入学した保育所保育士および幼稚園教諭は15名となった。1期生である修了生7名を対象にインタビュー調査を,昼夜開講制修了・在学生全15名を対象にアンケート調査を実施した。その結果, 1)有効回答者11名は,大学院進学の目的によって,「研究志向型」,「実践改良型」,「チャレンジ志向型」の3類型に分けられ,大学院教育への満足度や得たものに違いがあることがわかった。2)大学院教育が現職保育者の研修の場として機能するには,(1)実生活の具体から出発し,具体の要素に見られる根源的要因の共通性に気付かせるような実践と理論を融合した授業,(2)研修とは異なる大学教員の専門性に基づく系統だった授業,が不可欠であることが理解された。, Currently as of April 2004, 15 persons have enrolled in the day-and-night graduate programs for nursery teachers and kindergarten teachers at this university. We conducted an interview survey of 7 graduates who had enrolled in the first year that this course was offered, and a questionnaire survey of all 15 students who were enrolled or had completed the day-and-night graduate program. The results from these surveys showed the following. (1) of the 11 valid respondents, the students were classified into three groups depending on whether each student's goal for graduate school study was research focus, practical improvement focus, or challenge-minded focus. It was found that the degree of satisfaction with the graduate school education, and the perceived results achieved from it, varied among these three groups. (2) The following were determined to be essential in order for a graduate school education to function as training for active teachers: (A) Courses which begin from the real world of practical living and combine practice and theory aimed at allowing the students to identify connections between fundamental factors which are present in real-world elements, and (B) Systematic courses which are based on the specific disciplines of the university professors and which are different from professional training., 国立情報学研究所『研究紀要公開支援事業』により電子化。},
 pages = {37--44},
 title = {保育者の現職研修と大学院教育},
 volume = {20},
 year = {2006},
 yomi = {ハシカワ, キミヨ and イワサキ, ミチコ}
}