保育実習が保育者効力感,自己評価に及ぼす影響 : 実習評価を媒介した因果モデルの検討

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  • Effect of Practice Preschool Teaching on Self-Evaluation and Pre-School Teacher-Efficacy : An Examination of a Causal Model with Evaluation of Practice Teaching as an Intervening Variable
  • ホイク ジッシュウ ガ ホイクシャ コウリョクカン,ジコ ヒョウカ ニ オヨボス エイキョウ : ジッシュウ ヒョウカ オ バイカイ シタ インガ モデル ノ ケントウ

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This study examined the causal model of self-efficacy as a preschool teacher before practice preschool teaching, evaluation of practice teaching after practice preschool teaching, and pre-school teacher-efficacy : after practice preschool teaching. A questionnaire survey was conducted on 122 subjects who were female technical college students in preschool education training. The results before and after practice teaching were compared. Self-efficacy was found to have increased after practice teaching. Factor analysis was performed on the evaluation criteria of practice teaching. As a result, the following 4factors were extracted : "skills as a preschool teacher," "attitude toward practice teaching," "curiosity," and "feeling of fulfillment in practice teaching." The causal model was examined with evaluation of practice teaching as an intervening variable. As a result, self-efficacy before practice teaching affected the "skills as a preschool teacher" and "attitude toward practice teaching" during practice teaching. The "skills as a preschool teacher" during practice teaching affected the self-efficacy after practice teaching. In addition, "attitude toward practice teaching" and "feeling of fulfillment in practice teaching" affected "curiosity."

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