寺岡 英晋 (テラオカ エイシン)

TERAOKA Eishin

写真a

所属(所属キャンパス)

研究所・センター等 体育研究所 (日吉)

職名

助教(有期)

外部リンク

学歴 【 表示 / 非表示

  • 2008年04月
    -
    2012年03月

    新潟大学, 教育学部, 健康スポーツ科学課程

    日本, 大学, 卒業

  • 2012年04月
    -
    2014年03月

    筑波大学, 人間総合科学研究科, 体育学専攻

    日本, 大学院, 修了, 修士

  • 2016年10月
    -
    2020年11月

    University of Strathclyde, Faculty of Humanities and Social Science, School of Education

    United Kingdom, 大学院, 修了, 博士後期

学位 【 表示 / 非表示

  • Ph.D., University of Strathclyde, 課程, 2020年11月

  • 修士(体育学), 筑波大学, 課程, 2014年03月

免許・資格 【 表示 / 非表示

  • Postgraduate Certificate in Researcher Professional Development, 2020年11月

  • 高等学校教諭一種免許状(保健体育), 2012年03月

 

研究分野 【 表示 / 非表示

  • Physical Education and Sport Pedagogy

  • 教科教育学

  • スポーツ科学

研究キーワード 【 表示 / 非表示

  • 体育科教育

  • スポーツ教育

  • 卓球

 

著書 【 表示 / 非表示

論文 【 表示 / 非表示

  • Exploring pupils’ and physical education teachers’ views on the contribution of physical education to Health and Wellbeing in the affective domain

    Teraoka E., Kirk D.

    Sport, Education and Society (Sport, Education and Society)  2021年06月

    研究論文(学術雑誌), 共著, 査読有り,  ISSN  13573322

     概要を見る

    Physical education is expected to play a significant role in developing pupils’ health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils’ HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils’ HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers’ and pupils’ practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers’ concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers’ regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect.

  • Pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools

    Lamb C.A., Teraoka E., Oliver K.L., Kirk D.

    International Journal of Environmental Research and Public Health (International Journal of Environmental Research and Public Health)  18 ( 10 ) 5183 2021年05月

    研究論文(学術雑誌), 共著, 査読有り,  ISSN  16617827

     概要を見る

    This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scot-land’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments.

  • Affective learning in physical education: A systematic review

    Teraoka E., Ferreira H.J., Kirk D., Bardid F.

    Journal of Teaching in Physical Education (Journal of Teaching in Physical Education)  40 ( 3 ) 460 - 473 2021年

    研究論文(学術雑誌), 共著, 査読有り,  ISSN  02735024

     概要を見る

    Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: Motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

  • 活動制限下における塾生の心身の健康と身体活動に関する実態調査

    福士徳文,村山光義,佐々木玲子,野口和行,加藤幸司,永田直也,稲見崇孝,東原綾子,寺岡英晋

    慶應義塾大学体育研究所紀要 60 ( 1 ) 19 - 27 2021年

    研究論文(大学,研究機関紀要), 共著, 査読有り

  • Affective experiences and benefits of participation in table tennis for youth and adults: a review of literature

    Eishin Teraoka

    Proceedings Book of the 16th ITTF Sports Science Congress (International Table Tennis Federation)     124 - 129 2019年

    研究論文(国際会議プロシーディングス), 査読有り

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KOARA(リポジトリ)収録論文等 【 表示 / 非表示

研究発表 【 表示 / 非表示

  • コロナ禍における対面体育実技の実施が身体不活動時間とライフスキルに与える影響ー大学1年生を対象とした調査からー

    寺岡英晋,村山光義,佐々木玲子,稲見崇孝,東原綾子,野口和行,加藤幸司,永田直也,福士徳文

    日本体育・スポーツ・健康学会 第71回大会(オンライン), 2021年09月, 口頭(一般)

  • 情意領域の学習成果を促す教師行動を観察・評価する試み

    寺岡英晋

    日本スポーツ教育学会 第40回学会大会 (オンライン) , 2021年01月, ポスター(一般)

  • Teachers' and pupils' views on health and wellbeing in and through physical education in Scottish secondary schools

    Eishin Teraoka and David Kirk

    2020 Yokohama Sport Conference (Online) , 2020年09月, 口頭(一般)

  • Exploring and developing pedagogies of affect in Scottish secondary schools

    David Kirk, Cara Lamb, and Eishin Teraoka

    SERA Connects and EERA Network 18 Research in Sport Pedagogy (Online) , 2020年08月, シンポジウム・ワークショップ パネル(指名)

  • Behind physical education teachers’ need-supportive teaching and pupils’ views of teachers’ behaviour for affective learning

    Eishin Teraoka, Farid Bardid, David Kirk

    2020 American Educational Research Association Annual Meeting (San Francisco, USA) , 2020年04月, 口頭(一般)

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競争的資金等の研究課題 【 表示 / 非表示

  • 体育分野における教師の欲求支援行動を引き起こす背景要因

    2021年04月
    -
    2024年03月

    科学研究費補助金(文部科学省・日本学術振興会), 若手研究, 補助金,  代表

受賞 【 表示 / 非表示

  • John Anderson Research Awards

    2017年07月, University of Strathclyde

    受賞区分: その他の賞

     説明を見る

    Two-year value of stipend and tuition fee

 

担当授業科目 【 表示 / 非表示

  • 体育実技A(卓球)

    2021年度

  • 体育実技A(卓球)

    2020年度

 

所属学協会 【 表示 / 非表示

  • 日本体育・スポーツ・健康学会, 

    2021年04月
    -
    継続中
  • British Educational Research Association, 

    2020年09月
    -
    継続中
  • 日本スポーツ教育学会, 

    2020年04月
    -
    継続中

委員歴 【 表示 / 非表示

  • 2021年04月
    -
    2023年03月

    日本卓球協会 / スポーツ医・科学委員会 通信委員