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
Bibliographic Information
- Other Title
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- 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
- 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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Abstract
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."
Journal
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- 鳴門教育大学研究紀要
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鳴門教育大学研究紀要 23 121-127, 2008-03-03
Naruto University of Education
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Details 詳細情報について
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- CRID
- 1390290699822319744
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- NII Article ID
- 110006611744
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- NII Book ID
- AA12124651
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- ISSN
- 18807194
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- NDL BIB ID
- 025034100
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- Text Lang
- ja
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- Data Source
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- JaLC
- IRDB
- NDL
- CiNii Articles