@article{oai:biwako-seikei.repo.nii.ac.jp:00003087,
 author = {仲宗根, 森敦 and Nakasone, Moriatsu and 高柳, 真人 and Takayanagi, Masato and 谷川, 尚己 and Tanigawa, Naomi and 中野, 友博 and Nakano, Tomohiro and 川合, 英之 and Kawai, Hideyuki and 黒澤, 寛己 and Kurosawa, Hiroki and 大西, 祐司 and Ohnishi, Yuji and 安倍, 健太郎 and Abe, Kentarou and 柴田, 俊和 and Shibata, Toshikazu},
 issue = {14},
 journal = {研究紀要 ＝ Bulletin of Biwako Seikei Sport College},
 month = {Mar},
 note = {In 2003 (Heisei 15), this university was founded in Otsu City, Shiga Prefecture as the first university to be solely dedicated sports in Japan. Since opening, we have commenced teacher training course and so many graduates have graduated as qualified teachers. This report explains the outline of collaboration with in Biwako Seikei Sport College (2014) established in advance to teach practical training and practice exercises. The collaboration has been conducted since 2013 and the results are based on those from the years 2013 and 2014. In this research, the following results were obtained; · There was advice from a detailed viewpoint · It was persuasive and there were concrete improvement points · Specific examples based on personal experienced were good · Practical exercises were better than advice from teachers · Tension · The 4th year students made an evaluation based on self-reflection from the previous years from previous year · Information exchange between fourth grade students · Able to recognize what has been acquired by evaluating self of 3rd year · Became capable of evaluating lessons · Become capable of reflecting on possible improvements to make  We also found the following problems; · Elder students hesitated to proceed with simulated lessons · There was advice which was not appropriate · Should increase simulated lesson subjects · Some students preferred to conduct simulated lessons with their classmates, not with those who are younger than themselves · How to deal with students with poor attitudes · Perspectives of advice and evaluation disintegration (polarization of quality) In this study, we found that there are many learning outcomes throughout the two years, and it became clear that the simulation was received positively by 3rd and 4th graders. On the other hand, there was a big difference in the participation attitudes of students between those who wish to become teachers after graduation, and who are simply aiming to obtain qualifications, which appeared to be an obstacle for some.},
 pages = {131--146},
 title = {教育実習事前指導・教育実践演習を通じた学習成果に関する研究 : 3年次生と4年次生の関わりから},
 year = {2017},
 yomi = {ナカソネ, モリアツ and タカヤナギ, マサト and タニガワ, ナオミ and ナカノ, トモヒロ and カワイ, ヒデユキ and クロサワ, ヒロキ and オオニシ, ユウジ and アベ, ケンタロウ and シバタ, トシカズ}
}