Departmental Bulletin Paper 教職志望大学生の教師効力感変化に影響を及ぼす要因の検討 ─教育実習中の体験内容に着目して─
Study on Factors Affecting Teacher Efficacy Changes among Prospective Teachers ─ Focusing on Experiences in Teaching Practice ─

西尾, 美紀  ,  安達, 智子

64 ( 1 )  , pp.1 - 11 , 2015-09-30 , 大阪教育大学
ISSN:03893472
NCID:AN00028222
Description
本研究は,教職を志望する大学生の教師効力感に焦点をあて,教育実習前後の変化,ならびに,教育実習における体験内容が教師効力感に及ぼす影響について検討することを目的とした。A大学教育学部の3年生212名を対象として,教育実習参加のプレとポストの2度にわたり質問紙調査を実施し,教育実習に参加していない学生との比較を行った。その結果,教育実習に参加した学生は,「学級管理・運営効力感」と「子ども理解・関係形成効力感」が有意に高まっていたが,教育実習に参加していない学生にはそのような変化はみられなかった。また,教育実習における「授業・指導での成功体験」と「子どもとの親和体験」が,教師効力感を高める方向に作用していた。すなわち,教育実習に参加して成功体験を経ることが,教師効力感を部分的に高めるという効果が見出された。
The purpose of current study was to examine the effect of teaching practice on teacher efficacy among undergraduate students who have an aspiration to become teacher. Two hundred and twelve junior students majoring in education participated in the survey conducted before and after the teaching practice. Then, the results were also compared with the students who did not experience teaching practice. As a result, ratings of “classroom management efficacy” and “student understanding efficacy” significantly increased after the teaching practice, whereas, the ratings among students who did not participated in teaching practice showed no significant changes. Moreover, “successful experiences of instruction” and “affinity experiences with children” during teaching practice exerted positive effects on the teacher efficacy. Given these facts, it was concluded that successful experience in the teaching practice possess function to partially improve teacher efficacy.
Full-Text

http://ir.lib.osaka-kyoiku.ac.jp/dspace/bitstream/123456789/28636/1/KJ4_6401_001.pdf

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