{"created":"2023-05-15T13:27:16.522013+00:00","id":915,"links":{},"metadata":{"_buckets":{"deposit":"775761a3-25da-49a4-9d30-60870130404c"},"_deposit":{"created_by":15,"id":"915","owners":[15],"pid":{"revision_id":0,"type":"depid","value":"915"},"status":"published"},"_oai":{"id":"oai:tfulib.repo.nii.ac.jp:00000915","sets":["62:126"]},"author_link":["1339","1368","1371","1370","1369"],"item_10001_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2022-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"167","bibliographicPageStart":"153","bibliographicVolumeNumber":"2021","bibliographic_titles":[{"bibliographic_title":"教職研究","bibliographic_titleLang":"ja"}]}]},"item_10001_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"本研究は、保育実習終了後のグループ対話（AI ミニインタビュー）をオンラインで行う場合の効果と課題を検討することを目的とした。保育者省察尺度を、全3回の対話の前後で実施した。また、各回の感想を質問項目と自由記述により学生に尋ねた。その結果、事前と事後の間で、保育者省察尺度の「子どもに関する省察」と「他者との交流を通した省察」、及び、各尺度内の複数の項目において得点の上昇が認められた。また、授業の感想についても、参加状況及びポジティブな気持ちになったかを問う12の質問項目の回答は3回目までに上昇していた。これらのことから、オンラインでの実施においても、学びに深まりと広がりが生じる可能性が示唆された。一方で、対話時のWebカメラのオン・オフ切り替えが対話に与える影響等、オンラインならではの課題も示された。参加者の違いによる差異やAIミニインタビューの展開の質の違いといった要因についても、今後の検討を要する。","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10001_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.57314/00000862","subitem_identifier_reg_type":"JaLC"}]},"item_10001_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"東北福祉大学教職課程支援室","subitem_publisher_language":"ja"}]},"item_10001_version_type_20":{"attribute_name":"著者版フラグ","attribute_value_mlt":[{"subitem_version_resource":"http://purl.org/coar/version/c_ab4af688f83e57aa","subitem_version_type":"AM"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"利根川, 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