本研究は,状況的学習論を理論的背景に据え,教育実習の学習環境に注目し,その学習環境の中で実習生がどのような学習をしているかについて明らかにすることを目的とした。その結果,調査対象である実習生の学習は,「教育的デザイン」と「実践の保持のデザイン」が共存する学習環境の上に構成されていた。前者は教員養成の為の学習の場を構成しようとする大学の教育的な取り組みであり,後者は実習生が参加した形で自らの教育実践を成立させるための現場の教師の取り組みであった。その中で,当初,実習生は授業を観察するばかりで教育実践に参加することが出来ずにいたが,現場の教師の導きにより,徐々に教育実践に関わる仕事が分業され,教室の中で教育実践者として授業に参加出来るようになっていった。この教育実習における実習生の学習の過程は,教師の文化的実践への正統的周辺参加の過程として記述することが出来た。

The present research, which was based on the theory of situated learning, focused on the learning environment of practice teachers, in order to examine how student teachers' learning environment prepared them for actual classrooms. The results of detailed observations suggested that student teachers' learning was constructed in an environment that had the dynamic of 2 motives: training student teachers and maintaining educational practice. The former represented the intention of the university faculty, whose aim was to nurture students so that they would become teachers. The latter was the motive of staff at elementary schools, whose aim was to maintain everyday practice in order to educate the pupils. At the beginning of their student teaching experience, the student teachers could not participate in educational practice; they could only watch how the classroom teachers taught. Gradually, the student teachers started to act like the regular teachers. The classroom teachers divided their responsibilities adequately and assigned some to the student teachers. As a result of the teachers' guidance, the student teachers could participate in educational practice. This learning process could be described as an example of legitimate peripheral participation in the cultural practice of the teachers.