小学校教師の理科指導に関連する専門性の修得
−出身専攻等による比較検討より−
東京学芸大学教育学部
平 田 昭 雄
下 條 隆 嗣
福 地 昭 輝
（抄録）
関東地区の主として公立小学校に勤務する現職小学校教師を対象にアンケートを実施し，理科の学習指導上必要ないしは重要な知識や技能の修得について調査した．この結果，1)個々の教材に関する知識・理解，観察や実験の指導に関する基礎的な知識・技能の修得については，理科系専攻等出身の教師が教職就任時には優位に立つが，理科系以外の専攻等出身の教師もほとんどが教職経験10年頃までには修得する，2)表現や伝達の技能については，理科系以外の専攻等出身の教師では大方の者が教職経験10年頃までに概ね修得するのに対し，理科系専攻等出身の教師では修得時期に個人差がある，3)心理学的知識の修得については，出身専攻等による違いはほとんど存在せず，教職経験10年頃までに大方の教師が概ね修得する，4)情報処理に関する知識・技能については，出身専攻等に係わらず，現状では未修得の教師が多い，ということが明らかになった．
Acquirement of Teaching Expertise for Elementary School Science
by
Akio HIRATA, Takashi SHIMOJO, Akiteru FUKUCHI
Department of Science Education, Tokyo Gakugei University
About two thousand of teachers working at elementary schools in the Kanto districts including Tokyo area were inquired about what kind of expertise for science teaching they had acquired and whereby they had acquired it.
The followings are the major findings of this study:
(1) Concerning to knowledge on teaching materials for elementary school science and the basic skills for teaching scientific observations and experiments, teachers graduated both science and non-science majors have acquired them within about 10 years after the pre-service education, although the former are superior to the later.
(2) Concerning to the communication skills, the teachers graduated non-science major had acquired them within about 10 years, whereas the teachers graduated science major had not necessarily acquired them in the period, that is, there is diversity of stages in which they got the skills.
(3) Concerning to psychological knowledge, the majority of elementary school teachers have almost acquired it within about 10 years after their pre-service education.
(4) Some kind of expertise based upon certain skills of information processing are not really sufficient for the majority of elementary school teachers.