@article{oai:mejiro.repo.nii.ac.jp:00001874,
 author = {渡邉, はるか and 枝元, 香菜子 and 藤谷, 哲 and 峯村, 恒平 and 山本, 礼二 and WATANABE, Haruka and EDAMOTO, Kanako and FUJITANI, Satoru and MINEMURA, Kohei and YAMAMOTO, Reiji},
 issue = {18},
 journal = {目白大学総合科学研究, Mejiro Journal of Social and Natural Sciences},
 month = {Mar},
 note = {pdf, 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.},
 pages = {153--159},
 title = {教育実習事前指導における教育実践効力感の変容},
 year = {2022}
}