教育実習の実習班における実習生の居場所感と実習前後における教職意識の変容

Effects of Practice Teaching on Student Teachers' Conception of Themselves as Members of the Teaching Profession : Effects of “Ibasho" (Sense of Belonging)

Mishima Tomotaka

Hayashi Eri

Mori Toshiaki

教育心理学研究

本研究の主目的は, 実習生の実習班における居場所感が実習生の教職意識の変容に与える影響を居場所感の変容に与える影響要因と共に検討することであり, 実習生140名を対象に実習前後で調査を行った。その結果, (1) 居場所感は「本来感」「役割感」「共感性」の3因子からなり, 居場所感は実習後に高まること, (2) 実習中の実習班での「インフォーマル場面での親和経験」「フォーマル場面での協力経験」が居場所感を高め, 「独立経験」が居場所感の「共感性」を低め, 性差があること, 指導教員との関わりのうち女性においてのみ「教壇実習に対する指導・支援」が居場所感の「役割感」を高めること, (3) 実習における居場所感の「役割感」の高まりが, 女性の「教職志望度」を強め, 男性の教師イメージの変容に影響すること, (4) 居場所感の高まりが教師効力感の向上に影響し, 特に男性においてその影響力が強いこと, の4点が主に示唆された。

The present study explored the concept of ibasho (sense of belonging) in situations in which student teachers were part of small practice teaching groups at schools, and examined effects of ibasho on the development of their view of themselves as teachers. Participants in the study were 140 student teachers (51 males, 89 females). The major findings were as follows: (a) Exploratory factor analysis of the concept of ibasho revealed 3 major factors: “sense of self-acceptance", “sense of role", and “empathy". These three all improved after practice teaching. (b) Multiple regression analysis indicated that “friendly experiences in informal settings" and “cooperative experiences in formal settings" influenced ibasho in general. Gender differences were also revealed. For the female student teachers, “instruction and support from mentors with regard to classroom teaching" influenced their “sense of role". (c) Multiple regression analysis also indicated that an increase in “sense of role" influenced the “degree of desire to become a teacher" of the female student teachers, and the “teacher image" of the males. (d) For the male student teachers, increased ibasho influenced their “teacher efficacy".

教育実習

教育実習生

居場所感

教職意識

student teaching

student teachers

ibasho (sense of belonging)

ideas about the teaching profession

Education [ 370 ]

jpn

日本教育心理学会

Copyright (c) 2011 日本教育心理学会

本文データは学協会の許諾に基づきJ-STAGEから複製したものである

[ISSN] 0021-5015

[DOI] 10.5926/jjep.59.306

[NCID] AN00345837

[DOI] http://dx.doi.org/10.5926/jjep.59.306