ICUに於ける教育実習の評価の諸問題

The present essay examined the teacher certification program at ICU from the point of view of evaluation. For this purpose the authors analyzed the student grades as well as the evaluation sheets on student teachers by school teachers and by ICU faculty accumulated over the past few years. They tested the degree of correlations between different subjects in the program, and analyzed the data in evaluation sheets quantitatively. In so doing, they provided the classified data and some new points of view upon which they, or others, would make adequate recommendations for the improvement of the program in the near future. In part I, Kuriyama analyzed the student grades for those education course related to the program, along with the points of evaluation given by school teachers on the activities of student teachers. She found that there were correlations of a significant level between the G. P. A. and the grades for Teaching Practice, and between the grades for required education courses and those for Teaching Practice. As for the evaluation on student teachers, junior high school teachers gave grades consistently lower than those by their counterpart in senior high schools. The patterns of distribution of average grades among different points of evaluation remained the same for different subjects; social studies, English, science and mathematics. The factor analysis on the nine items of evaluation singled out Question 9 which referred to the student\u27s aptitude as a teacher. In part II, Tachikawa compared the grades on student teachers by junior and senior high school teachers and those by the ICU faculty who supervised the same student teachers. He focused upon the divergence in grades between junior high school teachers and the ICU faculty, with special reference to English. To find out the causes underlying the divergence, he classified and arranged the written comments on student teachers by school teachers and by the ICU faculty. Moreover, he potted the comments thus classified on graphs to show distinct patterns of the distribution of comments among different groups of evaluators, especially between junior high school teachers and the ICU faculty on student teachers in English. These graphs showed that the two groups evaluated these students, on some items, from diametrically opposite points of view, while science and high school teachers and the ICU faculty shared a similar frame of reference