Recollecting Elementary School Teachers : The Influence of Recollections on First-grade and Third-grade Trainee-Teachers' Views of the Teaching Profession at Elementary School Level

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  • 教職志望学生の教職意識と小学校時代における教師からの被教育体験への認知との関係 : 学部1年生と3年生の差異に着目して
  • キョウショク シボウ ガクセイ ノ キョウショク イシキ ト ショウガッコウ ジダイ ニ オケル キョウシ カラ ノ ヒキョウイク タイケン エ ノ ニンチ ト ノ カンケイ : ガクブ 1ネンセイ ト 3ネンセイ ノ サイ ニ チャクモク シテ

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Abstract

The purpose of this study is to investigate the relationships between university students' (Faculty of Education) recollections of their elementary school teachers (particularly in relation to trust due to their teachers' support of elementary school students) and the university students' ideas about the teaching profession. In this paper, special attention is paid to the difference between first-year university students, who have not experienced any practice teaching in schools, and third-year students, who have experienced practice teaching. In total, 207 students participated in a questionnaire. Major findings were as follows: (a) Both first-year and third-year students recollect firm trust in teachers, but there is some difference in recognition of their teachers' support between the two groups; (b) Both first-year and third-year students think that their "trust in teachers at elementary school" has brought about their positive images of teachers. Third-year students' responses showed a wider variance regarding the relationships between their "trust in teachers" or "teachers' support for pupils" and their "images of teachers" than first-year students' responses; (c) For first-year students, teachers' "student guidance" and students' "trust in teachers" influence their "teacher efficacy" and "sustainable volition for learning." The influence of recollections of their elementary school teachers on their conception of the teaching profession and also the possibility of this fading due to practice teaching are examined and discussed.

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