Abstract

In College of Education at Shinshu University, juniors go to demonstration schools for student teaching for four weeks, and organize electronic teaching portfolios. The portfolios contain web-based lesson plans and reflection sheets. In their reflection sheets, student teachers recall their relevant fieldwork experience prior to student teaching, reflect their classroom experience during student teaching, and define their new goals toward their further teaching experience. They evaluate their own conditions before and after student teaching with INTASC standards according to the five-grade system. An analysis of their self-evaluation on reflection sheets indicates three findings: a) diversity of learners and communication are highly evaluated both prior to and after student teaching, b) planning and assessment indicate significant growth through student teaching; c) instructional strategies and learning environment are rated low both before and after student teaching.

Citation

Yatsuka, M. & Higashibara, Y. (2005). Evaluation and Development of Preservice Teacher Training Courses with Student Teachers’ Electronic Teaching Portfolio in Shinshu University. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 256-259). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from https://www.learntechlib.org/primary/p/18994/.

Keywords

• Evaluation
• lesson plans
• Portfolios
• student teaching
• Students
• teacher training