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教育実習事前指導における教育実践効力感の変容
https://mejiro.repo.nii.ac.jp/records/1874
https://mejiro.repo.nii.ac.jp/records/18746e7fa7c5-79ed-4675-88d6-061ed99fffa5
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
MJSNS_18_153.pdf (1.8 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2022-04-18 | |||||
| タイトル | ||||||
| タイトル | 教育実習事前指導における教育実践効力感の変容 | |||||
| タイトル | ||||||
| タイトル | A Study on the Changes of Self-efficacy to Educational Practice by preliminary instruction for student teaching | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教育実践効力感 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教育実習事前指導 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 変容 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教育実習不安 | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | self-efficacy for educational practice | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | preliminary instruction for student teaching | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | change | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | anxiety | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
渡邉, はるか
× 渡邉, はるか× 枝元, 香菜子× 藤谷, 哲× 峯村, 恒平× 山本, 礼二× WATANABE, Haruka× EDAMOTO, Kanako× FUJITANI, Satoru× MINEMURA, Kohei× YAMAMOTO, Reiji |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study examined the changes in self-efficacy for educational practice before and after a student teaching prep class among 65 senior students taking teacher-training courses at two private colleges. A two-way analysis of variance was performed using the mean score for each factor of self-efficacy for educational practice as dependent variables, and anxiety about student teaching and time as independent variables. The interactions were not significant for any factor, but a main effect of time was significant for all factors. Self-efficacy for educational practice was found to be higher after taking the class compared to before taking the class. The increase in self-efficacy for educational practice among the participants, after preliminary instruction for student teaching, confirms that preparatory training has an effect on students. Group main effects of “relationship building with students” and “coping with nervousness” were significant with lower self-efficacy among the high student teaching anxiety group, suggesting the need to teach college students with an awareness of their unique characteristics. | |||||
| 書誌情報 |
目白大学総合科学研究 en : Mejiro Journal of Social and Natural Sciences 号 18, p. 153-159, 発行日 2022-03-31 |
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| 出版者 | ||||||
| 出版者 | 目白大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1349-709X | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA1205912X | |||||
| 権利 | ||||||
| 権利情報 | 目白大学 | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | ||||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
