中部大学教育研究19
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中部大学教育研究No.19(2019)―32―JournalofChubuUniversityEducationNo.19(2019)AnImplementationReportandFutureIssuesaboutTeachingInternshipinTeacherTrainingProgramforSpecialNeedsEducationFURUICHIMachiko*1andITOSanami*2*1AssociateProfessor,DepartmentofContemporaryEducation,CollegeofContemporaryEducation,ChubuUniversity*2Professor,DepartmentofContemporaryEducation,CollegeofContemporaryEducation,ChubuUniversityAbstractAsanextracurricularactivityassociatedwiththespecialneedsteachertrainingprogram,thiscoursebeganofferingaTeachingInternshipin2017,andthisyearisitsthirdyear.Thisworkdescribesinternshipsin2017and2018,itdiscussesthesignificanceofconductingtheinternship,anditexaminesissuesforthefuture.BasedondescriptionsinInternshipReportsbyinterningstudents,internshipsaresignificantbecausestudentsascertaintheaspectsandatmosphereparticulartoaspecialneedsschool,learnwaystounderstandandinstructchildren/studentswithdisabilities,andlearnwhatateacherataspecialneedsschooldoes.Threestudentswhocompletedpracticeteachingafteraninternshipwereinterviewedandteachersatschoolswherethestudentsinternweresurveyed.Intervieweessensedtheimportanceofinterningbeforetheybeganpracticeteaching,andrespondentsnoticedfavorablechangesinstudents.Thepurpose,content,instructionalstandards,andotheraspectsofanInternship(asopposedtothoseofvolunteeringorpracticeteaching)needtobeclearlydefined,andmutualunderstandingofthoseaspectsbythestudent,theschoolwherethestudentisinterning,andtheuniversityisrequired.Keywordsteachinginternship,schoolinternship,specialneedsteachertrainingprogram,teacher-trainingcourseofspecialneedseducation

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