Abstract
The purpose of the present study was to examine factors affecting teacher training students’ “helpseeking preferences” related to teaching practices in Japan. “Conversation skills” and “self-esteem” were classified as individual factors. Recognition of “supervisor's leadership”, “collaborated climate”, and “bother or anxiety pertaining to teaching” were classified as environmental and situational factors. The responses to a questionnaire survey were obtained from 268 teacher training students in Japan. The results are as follows: (1) Among male and female teacher training students, when the teacher training students felt that their “self-expression skills” were strong, they realized that their “help-seeking preferences” were strong as well. (2) Among male and female teacher training students, when the teacher training students experienced grave “relational problems with teachers,” they felt that their “help-seeking preferences” were not strong. (3) Among male teacher training students, when the teacher training students experienced heightened “problems with classroom administration,” they recognized that their “help-seeking preferences” were strong. However, when the teacher training students experienced grave “relational problems with their students,” they felt that their “help-seeking preferences” were not strong. (4) Among female teacher training students, when the teacher training students received helpful “guidance from their supervisors”, they felt that their “help-seeking preferences” were strong. On the basis of these results, we discussed the formulation of an ideal method to improve the intentionality and performance toward “team support” among the teacher training students.
