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支援を希望しない受刑者に対する理解と対応 －刑務所に勤務する福祉職への調査を通して－
Get PDF福祉的支援が必要であるにもかかわらず，支援を希望しない受刑者について，刑務所に勤務する福祉職がどのように理解し，どのように対応しようとしているのか検討することを目的とする。刑務所に勤務する福祉職12名の協力を得て質問紙調査を実施した。分析の結果，刑務所の福祉職は支援を希望しない受刑者の主要な主張については，ある程度理解しており，個々の受刑者の特性に合わせた対応を行っていることが明らかとなった。The purpose of this study is to examine how welfare workers working in prisons understand and try to deal with inmates who need welfare support but do not wish to receive it. A questionnaire survey was conducted with the cooperation of 12 welfare workers working in prisons. The results of the analysis revealed that prison welfare workers have a certain understanding of the main claims of inmates who do not wish to be assisted, and they tailor their responses to the characteristics of individual inmatesdepartmental bulletin pape
Rebuilding the Role of Regional Universities in the Depopulation Society: Focusing on the Supply of Human Resources for Local Communities
Get PDF人口減少社会における大学の役割のうち，地域創生人材の育成に注目して４地域（事例地域３，対照地域１）の高校生の進路希望調査を実施した。本稿の前半では，進路希望調査から，高校生の進路希望，進学希望分野，進学にともなう地域移動，大学等を卒業後に働きたい場所，つきたい仕事などを分析して，地域における専門人材の育成のあり方を検討した。後半では，家庭の経済的格差の改善を目的とする高等教育政策が，地域創生人材の育成にかかわる地域間格差を拡大する危険性について，保育士養成を事例として政策の影響を検討した。In this study, we focused on the role of regional universities in supplying human resources for the local communities in the depopulation society. We surveyed the career aspirations of high school students in four areas far from metropolises where students tend to leave for higher education. We analyzed the aspirations of high school students in these regions, including their career paths, fields of study, regional mobility, and jobs and workplace areas after graduating from universities. Among the higher education policies being planned, the student financial support policies will reduce the supply of local human resource. We examined the childcare professional training as an example.
The major results are as follows.
1. In the above areas, there are many high school students who wish to attend local universities. There are also many students who want to attend universities in urban areas and find jobs locally. There is a mismatch between high school students' hopes for employment after graduating from university, and the demand for human resources in the local areas. Although it is not necessary to develop all specialized human resources locally, it is better to develop some fields within the region.
2. Departments that train childcare workers are popular among students, because they can easily find employment locally. MEXT (the ministry of education in Japan) plans not to offer free tuition to a university which the number of enrolled students is less than 80% of enrollment capacity. However, 35% of childcare departments nationwide fall under this condition. As students avoid courses that are not free, such courses will close and the supply of childcare workers will decline. The countermeasures against population decline and the higher education policy are not consistent.departmental bulletin pape
Validation of a Generative AI Prompt for Clarifying Learning Objectives to Support Faculty Designing Class
Get PDF本研究では，大学教員が担当科目の授業設計を記述する際に、教育方法学の知見にもとづいて、受講者に的確に伝わるよう記述を明確化する作業を支援するための生成AIプロンプトを提案し、検証した。このプロンプトを利用して、複数の学問分野の専門科目についてシラバス記載の学習目標明確化手順を行ったところ、明確化の理論的裏付けの手順となる「学習目標の分類」の判別において、正しく「認知的方略」と判断するためには、プロンプトの改善が必要であることがわかった。In this study, a generative AI prompt to assist university faculty in clarifying the course design of the courses they are in charge of, based on the knowledge of educational methodology was proposed and verified, so that the notations will be accurately conveyed to the students. Using this prompt, a procedure for clarifying learning objectives in syllabus descriptions for specialized courses in several academic fields was conducted and we found that the prompt needs to be improved to correctly determine "cognitive strategies" in classifying learning objectives, which is a procedure to theoretically support the clarification.departmental bulletin pape
Survey on Childhood Nature Experiences and Environmental Awareness： Based on a Questionnaire Survey of Students at a Child Care Training School
Get PDF小中学生の自然体験は年々減少していることが報告されている。そのような中，幼少期の自然体験などが自己肯定感や自立的行動習慣，探究力，コミュニケーション能力などに影響していることが明らかになっている。しかし，幼少期の自然体験の機会を設けることの重要性を各家庭が認識し，自然体験を積極的に取り入れようとする意識については，小中学生の自然体験が年々減少している現状があるということからもあまり高くないことが予想される。そのような中，これから保育者になろうとしている学生は特に，自然体験の重要性を認識し，保育環境にどのように取り入れていくかについて，見通しを持ち，その必要性についても認識を高めていくことが求められているといえる。
本調査の結果，幼少期の居住環境や幼少期に「野菜や米」を育てた経験は学生になった際，子どもにどのような経験をさせたいかという思いに影響していることが明らかになった。自然体験が減少している昨今，自然体験への思いをより強く持ってもらうためには，居住環境や自然体験に着目し，体験が少ない学生には特に、実際に自然体験をしてもらうことや，その重要性を伝えていく必要があることが示唆された。It has been reported that the number of nature experiences among elementary and junior high school students is decreasing year by year. Under these circumstances, it has become clear that early childhood experiences with nature influence children's sense of self-esteem, independent behavioral habits, ability to explore, and communication skills. However, each family recognizes the importance of providing opportunities for nature experiences during early childhood, and the number of nature experiences among elementary and junior high school students is decreasing year by year. Therefore, it is expected that the price will not be very high. Under these circumstances, students who are about to become childcare workers should recognize the importance of nature experiences, have a perspective on how to incorporate them into the childcare environment, and increase their awareness of the necessity. It can be said that it is necessary.
As a result of this survey, it is possible that the residential environment in childhood and the experience of growing vegetables and rice during childhood may influence what kind of experiences children want to have when they become students. It became clear. Nowadays, the number of nature experiences is decreasing, and in order to have a stronger desire to experience nature, we should focus on the living environment and nature experiences and encourage students and others who have little experience to actually experience nature. It was suggested that it is necessary to communicate its importance.departmental bulletin pape
教師の力量形成に関する日伊比較研究 －被教育体験期の経験と教職生活上の意義ある出来事を中心に－
Get PDF本論文の目的は、2010年代後半の日本とイタリアの公立小・中学校教師を対象とした質問表調査の結果を比較することによって、両国の教師の被教育体験期と教職生活の中で意義あることを相対化し、両国の教師の特徴を捉えることである。
その結果、次のことが明らかになった。第一は、両国の教員養成制度の差異が進路決定の時期の違いとして表れており、教職を目指す者は、進路決定を強く迫られる時期の影響を受けることである。第二は、教職に就くきっかけとして、日本の教師が子ども時代に出会った身近にいる者の影響を指摘しているのに対し、イタリアの教師は子どもと直接接した経験とアカデミックな経験をあげていることである。第三は、教職活動を進めていく上での基礎を培うにあたって役立っている経験については、日本の教師が大学時代までの人との交流経験を、イタリアの教師は大学時代のフォーマル、インフォーマルなアカデミックな学修経験を指摘していることである。第四は、自身の教育実践や教育観に影響を及ぼしていることについては、日伊の教師に共通して、学校内外での人々との出会いや研究活動、教育実践上の経験をあげていることである。第五は、日本の教師は私的経験を教職生活と結びつけることによって力量形成を行うに対し、イタリアの教師はそういうことはあまりなく、社会的活動や、学校外での研究活動を自身の力量形成にとって意義深いと感じていることである。
以上のことから、日本には、親密な人間関係と総合的な人間性を基盤とする教師文化があるのに対し、イタリアでは、アカデミックな基盤のもとでの社会的関心の高い教師文化があることが推察される。Using data from a survey conducted near the end of the 2010s among teachers in public primary and lower secondary schools in Japan and Italy, we compared the two sets of teachers in terms of their experiences during school days and significant events in their teaching lives that contribute to their career development as teachers, to identify country-specific teacher trends.
The analysis revealed the following: First, differences in education systems between the two countries explain the difference between the two sets of teachers in terms of when they decided to become teachers (people who aspire to teach are influenced by the time at which they come under pressure to pick a career). Second, when asked what inspired them to become teachers, Japanese teachers tended to cite people they knew during childhood, whereas their Italian counterparts tended to cite direct interactions with learners or academic experiences. Third, when asked what experiences helped them form a foundation for developing their teaching career, Japanese teachers tended to cite relationships at school and university, whereas Italian teachers tended to cite formal and informal academic experiences at university. Fourth, when asked what shaped their teaching practice and teaching philosophy, both sets of teachers cited interpersonal experiences in and out of school, research activities, and workplace experiences. Fifth, Japanese teachers tended to relate personal experiences to their lives as teachers as part of their competency development, whereas the teachers in Italy were less likely to do so; instead, they tended to regard social activities and out-of-school research as important for their career development.
Thus, the analysis suggests that teacher culture in Japan is founded upon close-knit ties and general human qualities, whereas teacher culture in Italy has an academic foundation and is characterised by social consciousness.departmental bulletin pape
Improvements in Instruction for Acquiring Questioning Skills at the Teacher Training Stage
Get PDF本稿は，担当する教科教育に関する科目（「初等算数科教育法」「道徳教育の指導法」）での，学生の発問・発話技能向上に関する指導における実践の報告である。発問・発話の技能，特に児童の発言に即して発問の種類を変えながら思考を焦点化させる技術は，教科によらず模擬授業等を通して学生に習熟させておきたいところである。昨年度までの実践で模擬授業のために学生が作成した発問・発話計画には，「児童の深い考えを引き出す発問（How,Why）がそもそも用意されていない。」「発問が少なく，教師の指示・説明を中心にした展開になっている。」「子供の発言に対して，復唱や受容的な発話がほとんど設定されていない。」といった課題があった。本年度は，①発問構成の手順を図で示しながら具体的に説明する。②実際の授業動画を繰り返し参照しながら発問・発話の意味やその技術を解説する。③発問・発話計画のチェックリストを作成し点検しながら修正を促す。という3点を改善点として授業を実施した。春学期科目である「初等算数科教育法」においては，学生の発問・発話計画に昨年度と同様の課題が見出されたが，秋学期の「道徳教育の指導法」においては，返し発問（Why,How）の数が増加しており，発問・発話構成を意識して，その質を変化させ子どもの思考を深める展開をしっかり想定できているものが増加した。This paper is a report on my practice in teaching students to improve their questioning and speaking skills in the subject education subjects I am in charge of (``Elementary Mathematics Education Methods'' and ``Moral Education Teaching Methods''). Regardless of the subject, it is important for students to master the skill of questioning and speaking, especially the skill of focusing their thinking while changing the type of questions asked according to what the child is saying, through mock classes. Questions and speech plans created by students for mock lessons up until last year included comments such as ``questions that elicit students' deep thinking (how and why)'' and ``there were few questions asked, and the teacher's instructions were not included.'' There were issues such as, ``The program focuses on explanations,'' and ``There are almost no repeats or receptive utterances in response to the child's statements.'' This year, we will explain in detail the steps for (1) question structure using diagrams. ② Explain the meaning of questions and utterances and their techniques while repeatedly referring to actual class videos. ③Create a checklist of questions and speech plans and encourage them to make revisions while checking it. The class was conducted with these three points as points for improvement. In the spring semester subject "Elementary Arithmetic Teaching Methods," similar issues were found in students' questions and utterance plans as last year, but in the fall semester "Teaching Methods for Moral Education," there were problems with return questions ( The number of questions (Why, How) has increased, and the number of questions that are conscious of the questions and structure of the utterances, changing their quality, and clearly envisioning developments that will deepen children's thinking has increased.departmental bulletin pape
Report on high school-university collaboration center’s efforts: - For future direction andmeasures to work together to nurture students in cooperation -
Get PDF関西国際大学では、2021年度より高大連携センターを立ち上げ、高等学校との連携事業を組織的に推進するための準備を行い、2022年度より本格的に多数の高等学校との連携事業を実施してきた。このように高等学校と大学が共に連携して生徒・学生を育む機運が高まったことの主な要因としては、高等学校学習指導要領の改訂と「総合的な探究の時間」の必履修化がその背景にある。本稿では、連携事業実施上の工夫と課題、そして今後高大の双方にとってよりよい高大連携を実施するための展望を、2022年度連携事業実施の中で得られたデータに基づいて考察するものである。Kansai University of International Studies launched the High School-University Collaboration Center and prepared for the implementation of collaborative projects with a wide range of high schools in 2021, and began full-scale collaborative projects with many high schools from 2022. The main factors behind the heightened momentum for high school and university collaboration to nurture students are the revision of the High School Course of Study and the introduction of a compulsory course for “Period for Inquiry-Based Cross-Disciplinary Study” behind it. In this paper, we will consider the ideas and challenges we had in implementing collaborative projects, and the prospects for implementing better high school-university collaborations in the future, based on the data obtained during the implementation of the collaborative projects in 2022.departmental bulletin pape
A Case Study of an Internship Program utilizing a Regional Cooperation Agreement ‐A Practice Report at the Hotel Vischio Amagasaki‐
Get PDF関西国際大学では、2022年2月にホテルヴィスキオ尼崎との間で「連携協力協定」を締結した。この連携協力協定に基づき、尼崎キャンパス経営学部経営学科の２年生を対象として、2022年8月にインターンシップ・プログラムを初めて実施した。これは、学外での経験学習を重視する関西国際大学と、地域社会への貢献を目指すホテルヴィスキオ尼崎が連携し、地域活性化のために、就職や採用の目的ではなく、学生のキャリア教育の一環として実現したものである。新型コロナウィルス拡大などの影響も受けながらも実施した、初のインターンシップ・プログラムの概要を報告する。In February 2022, the Kansai University of International Studies concluded a "Regional Cooperation Agreement" with the Hotel Vischio Amagasaki. Based on this cooperative agreement, an internship program was implemented for the first time in August 2022 for second-year undergraduate students of the Department of Business Administration, Faculty of Business Administration, Amagasaki Campus. This program was realized through the collaboration between Kansai University of International Studies, which emphasizes experiential learning outside the university, and Hotel Vischio Amagasaki, which aims to contribute to the local community. It's a part of the student career education, not for employment or hiring, but for revitalizing the local community. This report provides an overview of the first internship program, which was implemented despite the impact of the spread of infectious diseases of COVID-19 and other factors.departmental bulletin pape
ゴルフ文化の定着に向けた実践報告 ―「インターンシップⅠ」を中心として―
Get PDFAA12939280関西国際大学では、スポーツ庁事業の採択を契機として、2020年から3年間にわたって三木キャンパス内におけるゴルフ文化の定着を推進してきた。三木キャンパスでの展開を考える上では、必然的に経営学部が中心となるが、2022年はインターンシップの希望学生を市内25のゴルフ場のうち6カ所が受け入れてくださった。本稿では、特に2022年夏学期に実施した「インターンシップⅠ」の実施方法について報告することで課題整理を行い、次年度以降のプログラムの充実に繋げていくものとする。At Kansai University of International Studies, we have been promoting the establishment of golf culture on the Miki Campus for three years since 2020, taking advantage of the adoption of the Sports Agency project. In order to promote the establishment of golf culture on the Miki Campus, the Faculty of Business Administration will inevitably play a central role. The Faculty of Business Administration conducted an internship in the 2022 summer semester, and 6 out of 25 golf courses in Miki City accepted applications.
In this paper, we report on the implementation method of "Internship I", which was carried out in the summer semester of 2022, in order to organize the issues and lead to the enhancement of the program from the next year onwards.departmental bulletin pape
A Study On Class Improvement of Pre-post Guidance to Child Care Field： From Survey of Student Satisfaction
Get PDF昨今，保育士の有効求人倍率は全職種と比較すると依然高く，保育士不足は深刻な問題となっており，保育の質向上以前に，その対策は急務となっている。また，保育士資格取得者は年々増加しているものの，保育所等は働かない保育士が数多く存在している。そこで，養成校の役割としては，学生が保育士になりたいと思える授業展開を実施し，保育所実習の経験を通して保育所等で働く保育士を増やしていく必要がある。そのためにも，現在の指導のあり方を検討することが求められている。
調査の結果，保育所実習事前事後指導の授業での満足度が高い学生は，保育所実習での満足も高くなっていた。そのため，担当教員はこれを踏まえて授業改善に努めることが必要であることが示唆された。In recent years, the effective ratio of job offers to job seekers for childcare workers remains high compared to all other occupations. And before improving the quality of childcare, it is an urgent task to take measures against it. In addition, although the number of nursery teacher qualifications is increasing year by year, there are many nursery teachers who do not work at nursery schools. Therefore, as a role of training schools, it is necessary to implement classes that make students want to become nursery teachers, and to increase the number of nursery teachers who work at nursery schools, etc. through experience of practical training at nursery schools. Then, it is necessary to examine the current teaching methods.
As a result of the survey, students who were highly satisfied with pre- and post-practice classes at nursery schools were also highly satisfied with their practical training at nursery schools.departmental bulletin pape